Intro -- Lexical Priming -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Foreword -- Introduction -- 1. Why this book -- 2. Michael Hoey’s theory of lexical priming -- 3. Lexical priming: Advances and applications -- PART I. Discourse analysis -- Cohesion and coherence in acontent‑specific corpus -- 1. Introduction -- 2. The corpus -- 3. Cohesion studies versus corpus linguistics -- 4. Types of lexical cohesion used as a way of repeating textual material -- 5. The significance of cohesive repetition -- 6. A corpus-linguistic perspective on the cohesion in the ‘Planet X’ text -- 7. A way forward -- 8. Collocation and semantic association across texts that creates cohesive chain interaction -- 9. Content-specific collocations, semantic associations and cohesive chains -- 10. Intertextual bonding -- 12. Some brief conclusions -- Appendix -- The invisible influence of Planet X -- A corpus-based investigation into English representations of Turks and Ottomans in the early modern period -- 1. Introduction -- 2. England and the Ottomans -- 3. Defining Ottoman and Turk -- 4. Receptive and productive primings -- 5. Turk as a religious identity -- 6. Perceptions of Ottoman expansionism -- 7. The spectre of apostasy -- 8. Conclusion -- Forced lexical priming in political discourse -- 1. Introduction -- 2. Political press briefings -- 2.1 Transdiscoursal intertextuality -- 3. Lexical priming in UK party politics -- 3.1 Praise and blame: Forcing evaluations -- 3.2 Delivering good things and doing the right thing -- 3.3 Labelling the politics of others -- 3.4 ‘NHS, the envy of the world’: A zombie priming, refusing to die -- 3.5 Transdiscoursal reactions: Resistant readings and reflexive commenting -- 3.6 Uptake of a forced priming with reversal of evaluation -- 4. Conclusions -- Can lexical priming be detected in conversation turn-taking strategies? -- 1. Introduction -- 2. Theoretical background -- 2.1 The pragmatics of turn taking -- 2.2 Hoey’s lexical priming -- 3. Data and corpus analysis -- 3.1 Previous investigations in the light of the lexical priming theory -- 3.2 Corpora and method -- 4. Comparing monologues with dialogues -- 4.1 Keywords -- 4.2 Keywords in positional context -- 4.3 Preferred and dispreferred items for speakers and respondents in conversations -- 4.3.1 Turn-initial items -- 4.3.2 Turn-final items -- 4.3.3 Alignment between speaker’s turns -- 5. Discussion and conclusion -- Lexical priming and the selection and sequencing of synonyms -- 1. Introduction -- 1.1 Semantic priming -- 1.2 Lexical priming -- 2. The functions of synonyms -- 2.1 Collocation and colligation -- 2.2 Avoiding repetition -- 3. Sequencing of synonyms: Use of the most frequent synonym first -- 3.1 Introduction -- 3.2 The frequency effect and spreading activation -- 3.3 The tsunami corpus -- 3.4 Other corpora and software used -- 3.5 Categorizing -- 3.6 The selection of candidate synonyms -- 3.7 Findings from the tsunami corpus .
-- 3.8 Probability measurement -- 3.8.1 One-tailed binomial test -- 3.8.2 Results of one-tailed binomial distribution test -- 3.8.3 Pragmatic association -- 4. Conclusion -- References -- Software -- Lexical priming and metaphor – Evidence of nesting in metaphoric language -- 1. Introduction -- 2. Theoretical background -- 2.1 Metaphor, creativity and corpus linguistics -- 2.2 Lexical priming and the Drinking Problem Hypothesis -- 2.3 Lexical priming and nesting -- 3. Methodology -- 3.1 The corpus -- 3.2 The metaphor identification process -- 4. The study -- 4.1 Grew more and more -- 4.2 Grew less and less -- 4.3 ‘Grew’ + comparative -- 5. Conclusions -- 5.1 Summary of findings -- 5.2 Implications for future metaphor research -- References -- Teaching near-synonyms more effectivelyA case study of “happy” words in Mandarin Chinese -- 1. Introduction -- 2. Background of the study -- 2.1 Use of corpora in second/foreign language teaching -- 2.2 The expansion and problems of Mandarin Chinese teaching -- 2.3 Corpus approaches to synonyms and lexical priming -- 3. Setting up the study -- 4. Purpose and Methodology of the study -- 5. Results and discussion -- 5.1 Chinese grammatical terms -- 5.2 Collocation and semantic association -- 5.3 Colligation -- 6. Conclusion -- 7. Limitations and future research -- Acknowledgements -- References -- Lexical priming and register variation -- 1. Introduction -- 2. Method -- 3. Dimensions of collocation in American English -- 3.1 Dimension 1: Literate discourse -- 3.2 Dimension 2: Oral discourse -- 3.4 Dimension 4: Colloquial and informal language use -- 3.5 Dimension 5: Organizations and the government -- 3.6 Dimension 6: Politics and current affairs -- 3.7 Dimension 7: Feelings and emotions -- 3.8 Dimension 8: Cooking -- 3.9 Dimension 9: Education research -- 4. Assigning collocations to register categories based on their MD profile -- 5. Conclusion -- Acknowledgements -- References -- Appendix -- Table A1: Factor loadings -- Factor 1 -- Factor 2 -- Factor 3 -- Factor 4 -- Factor 5 -- Factor 6 -- Factor 7 -- Factor 8 -- Factor 9 -- Colligational effects of collocation -- 1. Introduction and research questions -- 2. Methodology -- 3. Results and analysis -- 4. Discussion and conclusions -- Acknowledgements -- References -- Lexical and morphological priming -- 1. Introduction -- 2. Priming, phraseology and learner language -- 2.1 Lexical priming and language learning -- 2.2 Morphological priming -- 3. Methodology and data -- 3.1 Corpus-driven approach and keywords -- 3.2 Data -- 4. Results -- 4.1 Keywords in learner Finnish -- 4.2 The case of kello: A learner Finnish keyword or a genre-specific item? -- 4.3 Kello as a phraseological unit -- 4.3.1 Morphological priming in time expressions -- 4.3.2 Collocates and n-grams of kello -- 4.3.3 Semantic priming of kello -- 5. Conclusions -- References -- Concordancing lexical primings -- 1. Introduction -- 2. Developing learner-friendly design criteria for The Prime Machin.
e -- 2.1 Claim 1: The design should help language learners explore differences between words and phrases -- 2.2 Claim 2: The design of the display for concordance lines should help language learners notice textual colligation, co-text and contexts -- 2.3 Claim 3: The design should help language learners notice features in the patterning of words and phrases -- 3. Further work and concluding comments -- List of Corpora -- References -- Index -- .
