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This volume is addressed to a wide range of scholars interested in
the use of digital tools and methods in the humanities. Readers can
find examples of new instruments and workflows which attest
successful applications of the digital humanities techniques to
some (traditional) problems in the scholarship of several
disciplines. In addition, the focus on Romance language
applications, while capturing specific language processing and
analysis challenges, turns this volume into a valuable reference
work.
This book explores specific issues related to academic writing
provision in the post-communist countries in Eastern, Central and
Southern Europe. Although they have different cultures and writing
traditions, these countries share common features in what regards
the development of higher education and research and encounter
challenges different from Western European countries. Since
academic writing as a discipline is relatively new in Eastern
Europe, but currently plays an essential part in the development of
higher education and the process of European integration, the
volume aims to open discussion on academic writing in the region by
addressing several issues such as the specific challenges in
providing academic writing support at tertiary level in
post-communist countries, the limitations and possibilities in
implementing Western models of academic writing provision, or the
complex interactions between writing in national languages and
writing in a second language. Additionally, the book presents
several recent initiatives and possible models for providing
academic writing support in universities in the area. The important
role of academic writing in English, a common feature in
post-communist countries, is reflected in the sections which focus
on writing in English as a foreign language, as well as on the
impact of English upon national languages. The volume will be of
interest to academic writing researchers and teachers and those
involved in teaching academic writing at the tertiary level.
Aiming at exemplifying the methodology of learner corpus profiling,
this book describes salient features of Romanian Learner English.
As a starting point, the volume offers a comprehensive presentation
of the Romanian-English contrastive studies. Another innovative
aspect of the book refers to the use of the first Romanian Corpus
of Learner English, whose compilation is the object of a
methodological discussion. In one of the main chapters, the book
introduces the methodology of learner corpus profiling and compares
it with existing approaches. The profiling approach is emphasised
by corpus-based quantitative and qualitative investigations of
Romanian Learner English. Part of the investigation is dedicated to
the lexico-grammatical profiles of articles, prepositions and
genitives. The frequency-based collocation analyses are integrated
with error analyses and extended into error pattern samples.
Furthermore, contrasting typical Romanian Learner English
constructions with examples from the German and the Italian learner
corpora opens the path to new contrastive interlanguage analyses.
This book explores specific issues related to academic writing
provision in the post-communist countries in Eastern, Central and
Southern Europe. Although they have different cultures and writing
traditions, these countries share common features in what regards
the development of higher education and research and encounter
challenges different from Western European countries. Since
academic writing as a discipline is relatively new in Eastern
Europe, but currently plays an essential part in the development of
higher education and the process of European integration, the
volume aims to open discussion on academic writing in the region by
addressing several issues such as the specific challenges in
providing academic writing support at tertiary level in
post-communist countries, the limitations and possibilities in
implementing Western models of academic writing provision, or the
complex interactions between writing in national languages and
writing in a second language. Additionally, the book presents
several recent initiatives and possible models for providing
academic writing support in universities in the area. The important
role of academic writing in English, a common feature in
post-communist countries, is reflected in the sections which focus
on writing in English as a foreign language, as well as on the
impact of English upon national languages. The volume will be of
interest to academic writing researchers and teachers and those
involved in teaching academic writing at the tertiary level.
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