Jurina Babović & Čepo - Teaching Financial English at Tertiary Level Exploiting Specialized Corpus of Finance

22 23 September 2016 Maribor, Slovenia
TEACHING FINANCIAL ENGLISH AT TERTIARY LEVEL EXPLOITING SPECIALIZED

CORPUS OF FINANCE
Natalija JURINA BABOVI1, Gabrijela EPO2
1 University of Applied Sciences Baltazar Zaprei, Department of Foreign Languages, Zaprei, Croatia / e-mail:
n.jurina-babovic@bak.hr
2
University of Applied Sciences Baltazar Zaprei, Branch campus, Biograd na Moru, Croatia / e-mail:
gabrijela.cepo@bak.hr
Abstract
In modern language teaching authentic materials provide real-life examples of language being taught and
contribute to the quality of teaching. The field of corpus linguistics offers an abundance of authentic language
used in real communicative situations; this can be utilized by both course-book writers and individual teachers
looking for reliable sources. In teaching Financial English at tertiary level, specialized corpora of financial texts
can be used for a number of purposes: finding most frequent financial vocabulary, verifying collocations,
compounds, business metaphors and idioms, compiling vocabulary lists, etc. For the purpose of our paper, we
have conducted a research on financial vocabulary using a corpus compiled of abstracts from three academic
journals in the field of Finance: International Journal of Economics and Finance, Eurasian Journal of Economics
and Finance and Applied Economics and Finance. The obtained results were used as sources of activities and
exercises for practising financial vocabulary in ESP classes: matching words to make common business
collocations, matching words and definitions, text completion, translation of financial collocations, metaphors
and idioms, word formation, multiple-choice exercises and anagram solving. The workshop will concentrate
on the results of the research and demonstrate its practical outcomes in the form of ready-made hands-on
materials which have been tested in class and proven to work.
Keywords: English for Specific Purposes, financial vocabulary, specialized corpus, tertiary level
1. INTRODUCTION
In modern language teaching, a lot of attention is being given to the use of authentic materials which
can provide real-life examples and enhance the quality of teaching. One of the ways to incorporate authentic
language used in real communicative situations into the teaching process is to make use of possibilities offered
by the field of corpus linguistics. The use of corpora i.e. large systematic collections of written and/or spoken
language stored on a computer and used in linguistic analysis (Rmer, 2008, p. 112) has become an important
source of materials for anyone exploring language and its usage. Rmer distinguishes two approaches to utilizing
corpora: the indirect application of specialized corpora by researchers and materials designers and direct
application of corpora in language teaching. The latter is of great interest to teachers and learners of foreign
languages, as corpora can be exploited in a number of ways which can help students in their acquisition of a
foreign language. It is especially useful in ESP teaching where the existing textbooks may not fully cover the
needs of students.
In this paper the authors describe how the need to complement their teaching materials with specific vocabulary
exercises led to the creation of a small specialized corpus of financial vocabulary compiled of abstracts from
three academic journals in the field of Finance: International Journal of Business and Finance, Eurasian Journal of
Economics and Finance and Applied Economics and Finance. The obtained results were used as sources of
activities and exercises for practising financial vocabulary in ESP classes. The methodology for creating the
corpus is described and the final product (exercises) is presented.
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2. SPECIALIZED CORPORA
There are various ways of categorizing corpora (parallel, comparable, learner, historic, diachronic,
bilingual, multilingual, monitor, spoken corpora, etc.), but most authors distinguish between general and
specialized corpora. While general corpora are often compiled for lexicographical purposes and need to be as big
as possible in order to be representative of a certain language, specialized corpora are usually smaller and
contain a certain type of texts that aim ...to be representative of the language of this type (Bennett, 2010, p.
13). Specialized corpora have what Nelson (2010, p. 55) calls pedagogical usefulness, i.e. they can be used in the
teaching process. The frequency and concordance data that can be derived from a specialized corpus enables,
for example, an LSP teacher to focus on the vocabulary that the students need most in their subject area
(Rmer, 2008). As Bennett (2010, p. 11) points out, ESP is probably one of the most obvious and pointed
applications of corpus linguistics.
In teaching Financial English at tertiary level specialized corpora can be utilized in a number of ways: for
compiling vocabulary lists showing words that most frequently occur in texts dealing with finances, for verifying
collocations, compounds, idioms, metaphors and phrases, or for building glossaries. The use of corpora can help
bridge the gap between what the regular textbooks offer and the actual language needs that ESP students
have.
3. METHODOLOGY
When compiling the corpus of texts containing financial vocabulary three things were considered which,
according to Bennett (2010, p. 14), play an important role when creating a corpus:
- the language comprising the corpus was chosen according to specific features, not randomly;
- the language was authentic, i.e. used for genuine communicative purposes;
- the abstracts were easily accessible, i.e. stored electronically.
The corpus used here comprises 297 online available research articles abstracts from the last six issues of three
international, peer-reviewed and open-access scientific journals in the field of economics, financial economics
and finance: 155 texts from International Journal of Economics and Finance (IJEF), 37 from Eurasian Journal of
Economics and Finance (EJEF) and 105 from Applied Economics and Finance (AEF) (Table 1.) These journals
publish cutting edge research work on different aspects of applied economics and finance, such as financial
markets and institutions, exchange rates, balance of payments, risk analysis, international banking and portfolio
management, financial instruments and many others. The scope of covered topics well fitted the required
language variety for our research.
Table 1. Distribution of texts according to journals issues

JOURNAL
IJEF EJEF AEF
1. Vol. 8 No. 6 2016 (27) Vol. 4 No. 3 2016 (7) Vol. 3 No. 4 2016 (11)
155 37 105
297
For the purpose of our research, we decided to include article abstracts and not the full articles, since they
usually consist of objectives, methodology, results and conclusion presented in a concise and informative way.
But, despite the precise and detailed guidelines given by the journals editorial boards, our corpus has shown
that there is no clear consensus about the structure or even the size of the abstracts. Some of them ranged from
81 to 424 words, although the proposed number of words for an abstract was usually around 250 words.
Nevertheless, all of them provided basic information about the article and its key facts, which enabled us to
build a small but specialized study corpus (hereinafter referred to as the SC) of 49,640 words that suits our
research needs.
Two tools necessary for effective application of corpus linguistics in the classroom (Bennett, 2010, p. 16) are, of
course, the corpus and the concordancing program (computer software used to access and sort data from the
corpus). Having downloaded the abstracts from their official repositories, we compiled the corpus by manually
copying and saving the abstracts in a plain text format (.txt), which is suitable for language analysis programme
AntConc, a corpus analysis toolkit for concordancing and quantitative text analysis.1 The starting point of the
analysis was to generate a Word List, a tool which counts all the words in the corpus and presents them in an
ordered list, allowing a quick retrieval of the most frequent words in the corpus (Appendix 1). Table 2 shows top
one hundred words in the Word List that occur most frequently in the SC.
Table 2. Top one hundred words in the Word List (SC)
NO. FREQ. WORD

1 4010 THE 34 143 WHICH 67 85 POLICY
2 2251 OF 35 141 RATE 68 82 INFLUENCE
3 1796 AND 36 135 CAPITAL 69 82 SECTOR
4 1317 IN 37 133 ANALYSIS 70 80 LONG
5 1188 TO 38 132 EFFECT 71 80 WERE
6 661 A 39 130 ALSO 72 78 POSITIVE
7 615 IS 40 122 RELATIONSHIP 73 77 ECONOMY
8 590 THAT 41 119 INVESTMENT 74 77 SHOW
9 556 ON 42 116 IMPACT 75 76 FOREIGN
10 499 THIS 43 115 DEVELOPMENT 76 75 WELL
11 427 FOR 44 115 SIGNIFICANT 77 74 MORE
12 299 AS 45 114 NOT 78 73 GOVERNMENT
13 299 BY 46 114 PERIOD 79 73 VALUE
14 287 ARE 47 114 USING 80 71 NON
15 281 WITH 48 112 EXCHANGE 81 70 LEVEL
16 265 STUDY 49 110 STOCK 82 69 CAN
17 245 FROM 50 108 BEEN 83 69 TWO
18 235 FINANCIAL 51 106 WAS 84 68 CORPORATE
19 231 ECONOMIC 52 102 THESE 85 68 INDEX
20 227 PAPER 53 100 THEIR 86 68 RUN
21 225 GROWTH 54 99 RESEARCH 87 68 TEST
22 192 HAS 55 99 USED 88 65 BANKS
23 190 BETWEEN 56 94 AT 89 65 EFFECTS
24 189 HAVE 57 93 PERFORMANCE 90 65 TIME
25 187 IT 58 90 BASED 91 64 BANK
26 186 MODEL 59 89 FACTORS 92 64 BOTH
27 180 MARKET 60 89 RISK 93 64 OTHER
28 171 RESULTS 61 88 VARIABLES 94 64 OVER
29 168 AN 62 87 FIRMS 95 63 DIFFERENT
30 161 WE 63 87 ITS 96 63 FINDINGS
31 160 DATA 64 86 THERE 97 63 WHILE
32 157 BE 65 86 TRADE 98 62 CREDIT
33 150 COUNTRIES 66 85 COMPANIES 99 61 BUT
100 60 OR
1 Retrieved from http://www.laurenceanthony.net/software/antconc/

In order to compare the most frequent words in the SC with those occurring in other financial corpora, an
analysis was conducted which calculated the similarities between the SC and an existent corpora of the same
language variety. We compared Word Lists of the SC and the Hong Kong Financial Services Corpus (HKFSC),
developed by the Research Centre for Professional Communication in English of the Hong Kong Polytechnic
University.2 Although these two corpora are not comparable in size, since the HKFSC comprises more than 7
million words from the financial services sector of Hong Kong, the analysis has shown that 47% of the top one
hundred words occur in both corpora (Table 3.). It is evident that the results overlap to some extent, due to the
fact that these are mostly prepositions, articles, linking words, auxiliary verbs and pronouns (70%), which are
generally considered to be the most common word categories in a language. However, among these most
frequent words that occur in both corpora, there are ten nouns and one adjective, four of which have
subsequently been chosen as our core vocabulary: capital, financial, investment and market.
Table 3. List of the words occurring both in HKFSC and SCs Word Lists
A BY IN OR TO
ALSO CAPITAL INVESTMENT OTHER VALUE
AN COMPANIES IS PERIOD WAS
AND DEVELOPMENT IT RATE WE
ARE EXCHANGE ITS THAT WERE
AS FINANCIAL MARKET THE WHICH
AT FOR MORE THEIR WITH
BANK FROM NOT THESE
BE HAS OF THIS
BEEN HAVE ON TIME
Furthermore, specialized corpora are usually compared to general corpora which include a number of language
varieties, in order to establish the differences or similarities between them, by highlighting the words which
have consistently been used more in the one corpus than the other (Kilgarriff, 2001, p. 126). This is usually done
by utilizing the Keywords tool, which shows which words are unusually frequent (or infrequent) in the corpus in
comparison with the words in a reference corpus. We compared the SC with the Brown corpus of 1 million
words of written American English.3 The results show that some words are proportionally more frequent in the
SC than in the Brown corpus, as illustrated in Table 4. The number preceding each word represents the rate at
which this word appears more frequently in the SC than in the reference corpus. The keyword list below
contains 50 words in the SC that are at least 25 times more numerous than in the reference corpus. As expected,
a great majority of them are related to economics and finance domain.
Table 4. Fifty key words in the SC with greater frequency than in the reference corpus (Brown corpus)
(1) 5209.00 ANALYSE (26) 254.00 SITUATE
(2) 1263.33 INVEST (27) 247.00 BEHAVIOUR
(3) 1186.00 INFLATE (28) 233.00 DIVERSIFY
(4) 1122.00 STATISTIC (29) 212.00 SPILL-OVER
(5) 1016.00 REGRESS (30) 212.00 LEGISLATE
(6) 974.00 GOVERNANCE (31) 212.00 MAXIMISE
(7) 656.00 MACROECONOMIC (32) 211.50 INFLOW
(8) 614.00 INNOVATE (33) 203.20 ASSET
(9) 593.00 INFRASTRUCTURE (34) 191.26 FINANCE
(10) 551.00 PORTFOLIO (35) 191.00 DEVIATE
(11) 540.00 CONSUME (36) 171.00 SECTOR
2
Retrieved from http://rcpce.engl.polyu.edu.hk/HKFSC/mfw.htm
3
Retrieved from http://www.lextutor.ca/key/
(12) 529.00 MOTIVATE (37) 169.43 EQUITY

(13) 423.00 ESPECIAL (38) 169.00 EMIT
(14) 381.00 CONSTRAIN (39) 169.00 REALISE
(15) 381.00 IMPLICATE (40) 164.08 EMPLOY
(16) 360.00 CENTRE (41) 164.00 LABOUR
(17) 339.00 ROBUST (42) 162.33 CAUSAL
(18) 339.00 PRACTISE (43) 161.73 INVESTIGATE
(19) 318.00 UTILISE (44) 159.00 INCORPORATE
(20) 289.33 CORRELATE (45) 158.75 POLITIC
(21) 281.29 GOVERN (46) 148.25 AUDIT
(22) 275.50 REGULATE (47) 148.00 PRIVATISE
(23) 275.00 FLUCTUATE (48) 148.00 AUGMENT
(24) 275.00 SHAREHOLDER (49) 148.00 OBLIGE
(25) 266.80 VOLATILE (50) 148.00 PAYOUT
In order to examine the most frequently occurring word classes in the SC, it was necessary to carry out a
quantitative analysis of lexical categories. It included the process of part-of-speech tagging (known as POS-
tagging), a morphosyntactic type of corpus annotation where grammatical categories are assigned to words and
labelled accordingly. POS tagging is only one type of annotation, where corpora are encoded with additional
layers of information in order to make them valid for linguistic analysis and easily recognized by computer
software and by corpus users. (epo & Jurina Babovi, 2016). We used a simple tagging tool, TagAnt, an
automatic POS-tagger for English, developed by the Centre for English Language Education in Science and
Engineering of Waseda University, Japan.4 The analysis showed that, apart from very frequent prepositions,
determiners and conjunctions which naturally occur in all kinds of texts, the most frequent words on the list
were nouns, verbs and adjectives (Appendix 2). POS-tagging facilitates the process of corpus exploitation, since it
enables a straightforward retrieval of grammatical categories in a corpus. This is a very helpful method for
producing exercises which include the analysis of the syntactic structure of the sentences in a text.
After examining word classes in detail, it was necessary to carefully select the terms from the SCs Word List
which are specifically related to the field of finance. In the process of lexical profiling, the authors generated a
list of ten most frequent words from the financial register that represent our core vocabulary to be used in all
exercises derived from the corpus (Table 5.) In order to obtain them, we had to extract collocations and
concordances from the corpus, which are two particularly useful and instructive tools for creating exercises.
Table 5. Ten most frequent core vocabulary words from the SC

1. FINANCIAL
2. ECONOMIC
3. GROWTH
4. MARKET
5. CAPITAL
6. INVESTMENT
7. STOCK
8. CORPORATE
9. TAX
10. INFLATION
Collocates tool lists all instances of a word with its nearest contextual environment usually one word to the left
and one word to the right of the chosen word. For example, the analysis showed that the most frequent
collocates that occur after the term financial are nouns such as sector, development, crisis, system and
4
Retrieved from http://www.antlab.sci.waseda.ac.jp/
performance, while those that most frequently precede it are determiners, prepositions and linking words such
as the, of, and, non-, between (Table 6.) The lists of collocates for all words from our core vocabulary proved to
be a valuable resource for many types of exercises.
Table 6. List of the most frequent collocates of the term financial in the SC
All L R Stat. measures
1 235 0 0 -1 FINANCIAL
2 47 47 0 1.32572 THE
3 28 28 0 1.41152 OF
4 22 0 22 5.84240 SECTOR
5 21 15 6 1.32227 AND
6 17 0 17 4.98249 DEVELOPMENT
7 15 0 15 6.47749 CRISIS
8 14 0 14 5.93317 SYSTEM
9 14 0 14 5.00872 PERFORMANCE
10 10 10 0 4.91270 NON
11 9 9 0 3.34059 BETWEEN
12 8 8 0 7.28109 INFORMAL
13 7 7 0 1.34330 THAT
14 7 1 6 4.93317 MARKETS
15 6 0 6 7.32548 PERFORMANCES
16 6 0 6 2.83363 MARKET
17 6 3 3 3.88254 FIRMS
18 5 0 5 5.89252 LEVERAGE
19 5 5 0 5.47749 GLOBAL
20 4 0 4 5.09666 POLICIES
Concordance tool, on the other hand, provides information on the entire contextual surroundings of the search
term and lists complete concordance lines in which it occurs in the corpus (the so-called KWIC tool Key Words
In Context). In practice, this means that after scrutinizing each concordance line, we were able to generate a
comprehensive list of numerous authentic examples and sentences containing one or more words from our core
vocabulary list (Appendix 3). As our examples show, this turns out to be an excellent tool for creating gap-filling
exercises.
4. EXERCISES
After producing the corpus, the Word List, collocates and concordances, the next step was to use these
results to create exercises for use in the Business English classroom. The process involved studying the
concordances, word lists, collocates and core vocabulary for practicing Financial English. Utilizing the results
obtained in corpus analyses, several types of exercises were devised, as shown in Appendices 4a-4j.
Exercise 1 (Appendix 4a) refers to parts of speech and word formation. A table with four headings is made
(noun, adjective, verb, adverbial) and students are first asked to classify the ten chosen words into two
categories, nouns and adjectives. Then they are asked to complete the other parts of the table. In this way they
practice word formation and revise parts of speech.
Exercise 2 (Appendix 4b) is another exercise for practising word formation, but also the use of key words in
context. Students have to decide which words from the previous exercise (i.e. from the table) fit particular
sentences. Sentences are authentic, i.e. taken from the corpus and not made up by the teacher.
Exercises 3 - 6 are all different ways of practicing collocations. In exercise 3a (Appendix 4c) students have to
decide which of the ten core vocabulary words collocates with the five given words. Again, all the given words
were extracted from the corpus on the basis of frequency. Sometimes more than one core word can collocate
with some of the given words, but usually not all five, so the exercise demands elimination skills and in-depth
analysis of the vocabulary. Exercise 3b (Appendix 4d) can be used to further explore financial vocabulary the
teacher prepares a list of definitions and asks students to match them with the collocations from exercise 3a. An
alternative approach (Exercise 3c, Appendix 4e) is to ask students to choose two (or more) collocations from
each group and to explain their meaning. For this, they are urged to use business vocabulary dictionaries and
glossaries in order to produce sound definitions which, however, have to be formulated in their own words and
which they must fully understand. As this takes a lot of time, it is recommended to set this activity for
homework. To check that students have fully understood given collocations, a translation exercise can be
prepared in which students translate a collocation or a complete sentence with a collocation (Exercise 3d,
Appendix 4f). Exercise 4 (Appendix 4g) combines word recognition and collocations: students are asked to solve
anagrams in order to make collocations. Exercise 5 (Appendix 4h) is a simple matching exercise, but, again, some
words can have more than one collocate, which makes the exercise more difficult than if there was just one
possible match for each word. In exercise 6 (Appendix 4i) students have to decide whether the listed words go
before the main word or after it, to form collocations. In this exercise only the nouns are used as core/central
words due to the fact that adjectives almost always precede the noun or pronoun as pre-modifiers, and we did
not find examples of adjectives that follow the noun/pronoun as post-modifiers (post-positive or post-nominal
adjectives). Nouns, on the other hand, can act as pre-modifiers and therefore can be either preceded or
followed by a collocate.
Exercise 7 (Appendix 4j) in a way summarizes all the other exercises in the sense that it incorporates the
knowledge of word-formation, parts of speech and collocations (practiced in the previous five exercises);
however, it also demands a wider knowledge of domain-specific language and context.
5. CONCLUSION
Corpora are a very useful source of language data in many ways: they offer an abundance of authentic
language and can be used for the purpose of language analyses. They can be utilized in language teaching,
especially in teaching language for specific purposes since authentic texts from any specific field can serve as an
excellent basis for vocabulary practice. In this paper the authors have described the process of creating
vocabulary exercises for teaching Financial English using a corpus compiled of abstracts from three academic
journals in the field of Finance. Although the process involves a lot of work concerning the compilation of corpus
and its preparation for language analysis, this effort is worthwhile because once compiled, the corpus can be
used for creating diverse types of exercises. These exercises are mainly focused on vocabulary; however,
grammar exercises need not be excluded and it is also possible to prepare exercises for practicing reading and
even writing skills. As this paper shows, a lot of varied vocabulary exercises can be produced by using only ten
carefully selected words, having in mind frequency of their occurrence, their meaning and representativeness in
the context of a given field.
APPENDIX 1
Word List screenshot of the most frequent words in the SC
APPENDIX 2
Quantitative analysis of lexical categories in the SC

1% 1%
3% 2%
NOUNS
4% PREPOSITIONS
VERBS
11%
38% DETERMINERS
ADJECTIVES
12% CONJUCTIONS
ADVERBS
NUMBERS
14% PRONOUNS
14%
MODALS
APPENDIX 3
Screenshot of concordance lines of the term econom* (the so called Wildcard option (*), which lists all the
variants of the search word, is used to expand search results)
APPENDIX 4A
Ten core words to be practiced:
FINANCIAL, ECONOMIC, GROWTH, MARKET, CAPITAL, INVESTMENT, STOCK, CORPORATE, TAX, INFLATION
Exercise 1
Sort the words into 2 categories: nouns and adjectives. Then try to complete the table by writing the missing
parts.
noun adjective verb adverb
finance, financier financial to finance financially
economy, economist economic, economical to economize economically
growth growing to grow growingly
market, marketer marketable to market /
capital, capitalist capital to capitalize capitally
investment, investor investing, investable to invest /
stock stock to stock /
corporation corporate / corporately
tax, taxation taxable to tax taxingly
inflation inflatable, inflationary to inflate /
APPENDIX 4B
Exercise 2
Use the appropriate form of the word from the table to complete the sentences:
1. FINANCIAL: In this work we examined 164 industrial firms that are traded on Borsa Istanbul to see if
there has been a shift in their _____financing_____ preferences during the recent global crisis.
2. ECONOMIC: Strong _____economies_____ tend to be the most desirable place for investments of all
types.
3. GROWTH: Despite the _____growing_____ interest in foreign direct investments (FDI), substantial
uncertainty still exists regarding what stimulates foreign investors to operate in a foreign market.
4. MARKET: There is an increasing use of social media on a global scale and it has been forcing
organizations to restructure and adjust their _____marketing_____ activities.
5. CAPITAL: We argue that venture _____capitalists_____ essentially engage in superior venture selection
through pre-investment screening.
6. INVESTMENT: _____Investors_____ need to consider other factors as well to evaluate the economic
performance of the company.
7. STOCK: Findings show that there are two-way causality relationship between natural gas prices and
_______stock_______ exchanges of Russia and Norway.
8. CORPORATE: Our findings have direct implications in the financial markets for regulators, decision
makers, _____corporations_____ and governments.
9. TAX: ____Taxation_____ is an important tool of fiscal policy which fills the revenue needs of the
government.
10. INFLATION: The study tries to recognize the macroeconomic variables responsible for
_____inflation_____ in Bahrain during the period 1980-2010.
APPENDIX 4C
Exercise 3a
Complete the list with one of the words from the table to make collocations:
1. ________financial____________ sector, development, crisis, system, performance

2. ________corporate ____________ governance, customers, bonds, underinvestment, sustainability
3. economic, GDP, high, rapid, overall ________growth____________
4. ________market ____________ volatility, size, share, position, prices
5. direct, capital, public, foreign, domestic ________investment____________
6. ________tax____________ revenue, rates, payers, system, authorities
7. foreign, venture, human, working, fixed ________capital ____________
8. _________stock ___________ exchange, market, price, returns, indices
9. expected, high, rising, imported, anticipated ________inflation ____________
10. _________economic ___________ development, activities, crisis, sectors, prosperity
APPENDIX 4D
Exercise 3b
Match the following definitions with the collocations from the previous exercise:
1 a subjective measure of how well a firm can use assets from its primary mode of 2 financial crisis
business and generate revenues
2 a situation in which the value of financial institutions or assets drops rapidly 4 financial
system
3 the segment of the national economy which encompasses the flow of capital and 5 financial
includes banking services, business, personal and mortgage lending, stock and development
commodity market exchanges, financial and investment services ...
4 the system that covers financial transactions and the exchange of money 1 financial
between investors, lender and borrowers; it can be defined at the global, performance
regional or firm specific level.
5 a process that marks improvement in quantity, quality and efficiency of financial 3 financial sector
intermediary services
APPENDIX 4E
Exercise 3c
Choose two of the collocations from each group and explain their meaning (in your own words!). E.g.:
Financial sector part of an overall economy containing firms that provide financial services to commercial and
retail customers; this sector includes banks, investment funds, insurance companies and real estate.
Financial performance the process of measuring the results of a firm's policies and operations in monetary
terms.
APPENDIX 4F
Exercise 3d
Translate the following collocations/sentences:
financial performance
tax revenue
GDP growth
market volatility
capital investment
The internal audit adds value to the company
through the functions that enhance its performance
within corporate governance.
The venture capital industry in China is quickly
evolving and becoming more and more important
in the development of small and medium-size
companies in China.
We empirically test the international effects of
Japanese standard, value, and growth stock indices
on US and Canadian growth, value, and standard
equity indices.
The results show that budget deficit and per capita
GDP have long run positive effects on household
consumption whereas inflation rate is detrimental
to private consumption.
Both the technological and business innovation
variables have a positive impact on economic
growth.
APPENDIX 4G
Exercise 4
Solve the anagrams to make collocations:
manuh tilapac
redpotim tafinolin
nimoocec pysrorpeit
skoct stenrur
sotmedic mesvittenn
axt seypar
nalicancif pevendetlom
termak nitpioso
tacorepor nidenretvunemst
volaler gwothr
APPENDIX 4H
Exercise 5
Match the words to make collocations:
1 working 3 economies
2 corporate 4 sector
3 emerging 6 growth
4 financial 9 investment
5 anticipated 1 capital
6 economic 8 exchange
7 market 5 inflation
8 stock 2 governance
9 direct 10 authorities
10 tax 7 share
APPENDIX 4I
Exercise 6
Put the following words either before or after the main word to make collocations:
1. budgeting, foreign, venture, market, human, inflows, accumulation, mobility, assets, private
_____foreign_______ _____budgeting_______
_____venture_______ capital _____market_______
_____human_______ _____inflows_______
_____private_______ _____accumulation_______
_____mobility_______
_____assets_______
2. economic, rate, GDP, high, evaluation, strategy, sustainable, rapid, progress, overall
______economic______ ______rate______
______GDP______ growth ______evaluation_____
______high______ ______strategy______
______sustainable______ ______progress______
______rapid______
______overall______
3. rate, expected, high, strategy, rising, explicit, deviation, anticipated
_____expected_______ ____rate________
_____high_______ inflation ____strategy________
_____rising_______ ____deviation________
_____explicit_______
_____anticipated_______
4. direct, capital, public, foreign, rate, strategies, risks, policies, opportunities, activities
_____direct_______ _____rate_______
_____capital_______ investment_____strategies_______
_____public_______ _____ policies _______
_____foreign_______ _____ opportunities _______
_____activities_______
_____risks_______
5. stock, capital, volatility, equity, size, share, world, position, labour, price
____stock________ _____volatility_______
____capital________ market _____size_______
____equity________ _____share_______
____world________ _____position_______
____labour________ _____price_______
6. added, income, revenue, rate, local, authorities, sales, policies, incentives, government, evasion
____added________ _____revenue_______
____income________ tax _____rate_______
____local________ _____authorities_______
____sales________ _____evasion_______
____government________ _____incentives_______
APPENDIX 4J
Exercise 7
Which of the words from the previous exercises fits the gap best?
1. The role of foreign capital in economic __________growth__________ has been a burning topic of
debate in countries worldwide.
2. Various programs have been proposed with the main objective of developing skills of citizens and
informing them about training courses as part of lifelong learning and of employment in the labour
__________market__________.
3. Investors would prefer to move their __________capital__________ into safer regions due to the
problem of terrorism and this affects the distribution of development.
4. In 2008 financial crisis, __________stock__________ market turned highly volatile while U.S.
government had proposed a series of policies rescuing the economy.
5. The internal audit adds value to the company through the functions that enhance its performance within
___________corporate__________ governance.
6. Indeed, __________tax__________ proves to be the most effective financial instrument that will supply
local public budgets in order to contribute to local development in its economic, social and
environmental levels.
7. The study of causes of __________inflation__________ has probably given rise to one of the most
significant macroeconomic debates in the field of economics.
8. The research results reveal that after the __________financial__________ crisis the investors changed
their investment strategies in favour of the more corporate sustainable companies.
9. The research results reveal that after the financial crisis the investors changed their
__________investment__________ strategies in favour of the more corporate sustainable companies.
10. The most widespread ________economic____________ problem today seems to be an abrupt decline in
GDP and deep recession.
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Anthony, L. (2015). TagAnt (Version 1.2.0) [Computer Software]. Tokyo, Japan: Waseda University. Retrieved
from http://www.antlab.sci.waseda.ac.jp/
Applied Economics and Finance, 2 (3) 2015 3 (4) 2016. Retrieved from http://redfame.com/journal/index.php/
aef/issue/archive
Bennett, G. R. (2010). Using Corpora in the Language Learning Classroom: Corpus Linguistics for Teachers. Anne
Arbor, MI, USA: The University of Michigan Press.
Cobb, T. (2014). KeyWords Extractor v. 2 [Computer Software]. Retrieved from http://www.lextutor.ca/key/
epo, G. & Jurina Babovi, N. (2016). The Role of Specialized Corpora in Business English Classroom. Proceedings
of the 1st International Conference From Theory to Practice in LSP. Zagreb, Croatia: Association of LSP
Teachers at Higher Education Institutions (in print).
Eurasian Journal of Economics and Finance, 3 (2) 2015 4 (3) 2016. Retrieved from https://eurasianpublications.
com/Eurasian-Journal-of-Economics-and-Finance/Current-Past-Issues.aspx
Financial crisis. (2016). In Investopedia. Retrieved from http://www.investopedia.com/terms/f/financial-crisis
.asp
Financial performance. (2016). In Business dictionary. Retrieved from http://www.businessdictionary.com/
definition/financial-performance.html and http://www.investopedia.com/terms/f/financialperformance
.asp
Financial sector. (2016). In Investorwords. Retrieved from http://www.investorwords.com/19290/financial_
sector.html and http://www.businessdictionary.com/definition/financial-sector.html
Financial system. (2016). In Investopedia. Retrieved from http://www.investopedia.com/terms/f/financial-
system.asp
International Journal of Business and Finance, 8 (1) 2016 8 (6) 2016. Retrieved from http://www.ccsenet.org/
journal/index.php/ijef/issue/archive
Kilgarriff, A. (2001). Comparing Corpora. International Journal of Corpus Linguistics, 6 (1), 97-133.
Most Frequent Words in the HKFSC. (n.d.) Research Centre for Professional Communication in English,
Department of English: The Hong Kong Polytechnic University. Retrieved from http://rcpce.engl.
polyu.edu.hk/HKFSC/mfw.htm
Nelson, M. (2010). Building a written corpus: What are the basics? In A. O'Keeffe & M. McCarthy (Eds.), The
Routledge Handbook of Corpus Linguistics (pp. 53-65). London / New York: Routledge.
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TEACHING FINANCIAL ENGLISH AT TERTIARY LEVEL EXPLOITING SPECIALIZED

Table 1. Distribution of texts according to journals issues

Table 2. Top one hundred words in the Word List (SC)

NO. FREQ. WORD

1 Retrieved from http://www.laurenceanthony.net/software/antconc/

(12) 529.00 MOTIVATE (37) 169.43 EQUITY

Table 5. Ten most frequent core vocabulary words from the SC

Word List screenshot of the most frequent words in the SC

Quantitative analysis of lexical categories in the SC

Ten core words to be practiced:

1. financial____ sector, development, crisis, system, performance

3. rate, expected, high, strategy, rising, explicit, deviation, anticipated

The paper is published as submitted by the authors.

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Jurina Babović &amp; Čepo - Teaching Financial English at Tertiary Level Exploiting Specialized Corpus of Finance

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Informații document

Drepturi de autor

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Partajați acest document

Partajați sau inserați document

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Drepturi de autor:

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Jurina Babović &amp; Čepo - Teaching Financial English at Tertiary Level Exploiting Specialized Corpus of Finance

Încărcat de

Drepturi de autor:

Formate disponibile

22 23 September 2016 Maribor, Slovenia

TEACHING FINANCIAL ENGLISH AT TERTIARY LEVEL EXPLOITING SPECIALIZED

Table 1. Distribution of texts according to journals issues

Table 2. Top one hundred words in the Word List (SC)

NO. FREQ. WORD

1 Retrieved from http://www.laurenceanthony.net/software/antconc/

(12) 529.00 MOTIVATE (37) 169.43 EQUITY

Table 5. Ten most frequent core vocabulary words from the SC

Word List screenshot of the most frequent words in the SC

Quantitative analysis of lexical categories in the SC

Ten core words to be practiced:

1. ________financial____________ sector, development, crisis, system, performance

3. rate, expected, high, strategy, rising, explicit, deviation, anticipated

The paper is published as submitted by the authors.

S-ar putea să vă placă și

Jurina Babović & Čepo - Teaching Financial English at Tertiary Level Exploiting Specialized Corpus of Finance

Jurina Babović & Čepo - Teaching Financial English at Tertiary Level Exploiting Specialized Corpus of Finance

1. financial____ sector, development, crisis, system, performance