Akademik amaçlı mühendislik İngilizce'sinde ifade çerçevelerinin derlem analizi: Jeoloji ve maden mühendisliği örneği

Academic writing in English for Academic Purposes (EAP) often relies on recurrent multi-word patterns, which contribute to shaping discipline-specific discourse. Among these patterns, P-frames have been shown to play a crucial role in the phraseological structure of academic texts. This study aims to investigate the use and distribution of P-frames in Geology and Mining Engineering research articles to explore how they contribute to engineering academic discourse. Two discipline-specific corpora, each consisting of 133 research articles, were compiled for this study. KfNgram was used to obtain the top 500 P-frames. Among them, the top 100 P-frames were analysed. Frequency and log-likelihood analyses were conducted to identify shared and discipline-specific P-frames, while concordance and collocation analyses were used to examine their lexical realisations and rhetorical functions. The results demonstrated that both corpora have shared high-frequency P-frames, which refers to the existence of general academic language across disciplines. However, when it comes to the types of filling these frames, they were generally different, demonstrating the unique terminology of each discipline. In addition, it has been found that some P-frames are closely related to general academic language such as reporting results and expressing cause–effect relations. Furthermore, the findings highlight the potential use of corpus-based data-driven learning (DDL) to raise students' awareness about discipline-specific phraseological patterns in EAP engineering contexts. Suggested DDL-based classroom activities are provided to demonstrate how corpus tools such as Sketch Engine and kfNgram can be used to support students in developing more accurate and discipline-appropriate academic writing skills.