Academic Journal
Lexico-syntactic features of science and science popularization texts: an information-theoretic view.
| Τίτλος: | Lexico-syntactic features of science and science popularization texts: an information-theoretic view. |
|---|---|
| Συγγραφείς: | Guo, Siwen1 gsw2021@buaa.edu.cn, Liang, Maocheng1 frankliang0086@163.com |
| Πηγή: | Text & Talk. Jan2026, Vol. 46 Issue 1, p27-52. 26p. |
| Θεματικοί όροι: | *Scientific knowledge, *Frames (Linguistics), *Pronouns, *Adverbials, *Writing processes, Science popularization |
| Περίληψη: | Science and science popularization texts disseminating partly overlapped scientific knowledge show distinct writing strategies. We examine their differences concerning aspects of lexis, word classes, and dependency relations by Kullback-Leibler divergence, taking "60-Second Science" texts and source research article abstracts as an illustration. The findings reveal that "60-Second Science" is more interactive in terms of quotation marks, question marks, "they", and "you" while abstracts are more informative with hyphens linking words from different categories. Moreover, word classes show that pronouns and adverbs are typical in "60-Second Science". However, abstracts utilize nouns and adjectives significantly more. Dependency relations demonstrate that nominal subjects and adverbial modifiers are prominent in "60-Second Science" compared to adjectival and prepositional modifiers in abstracts. The study presents a clear comparison of linguistic features between science and science popularization texts that can be applied in scientific English writing and teaching in connection with different scientific communicative events and further promote the dissemination of scientific knowledge. [ABSTRACT FROM AUTHOR] |
| Βάση Δεδομένων: | Academic Search Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: asx DbLabel: Academic Search Index An: 190801154 RelevancyScore: 1393 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1393.34948730469 |
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| Items | – Name: Title Label: Title Group: Ti Data: Lexico-syntactic features of science and science popularization texts: an information-theoretic view. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Guo%2C+Siwen%22">Guo, Siwen</searchLink><relatesTo>1</relatesTo><i> gsw2021@buaa.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Liang%2C+Maocheng%22">Liang, Maocheng</searchLink><relatesTo>1</relatesTo><i> frankliang0086@163.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Text+%26+Talk%22">Text & Talk</searchLink>. Jan2026, Vol. 46 Issue 1, p27-52. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Scientific+knowledge%22">Scientific knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Frames+%28Linguistics%29%22">Frames (Linguistics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Pronouns%22">Pronouns</searchLink><br />*<searchLink fieldCode="DE" term="%22Adverbials%22">Adverbials</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+processes%22">Writing processes</searchLink><br /><searchLink fieldCode="DE" term="%22Science+popularization%22">Science popularization</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Science and science popularization texts disseminating partly overlapped scientific knowledge show distinct writing strategies. We examine their differences concerning aspects of lexis, word classes, and dependency relations by Kullback-Leibler divergence, taking "60-Second Science" texts and source research article abstracts as an illustration. The findings reveal that "60-Second Science" is more interactive in terms of quotation marks, question marks, "they", and "you" while abstracts are more informative with hyphens linking words from different categories. Moreover, word classes show that pronouns and adverbs are typical in "60-Second Science". However, abstracts utilize nouns and adjectives significantly more. Dependency relations demonstrate that nominal subjects and adverbial modifiers are prominent in "60-Second Science" compared to adjectival and prepositional modifiers in abstracts. The study presents a clear comparison of linguistic features between science and science popularization texts that can be applied in scientific English writing and teaching in connection with different scientific communicative events and further promote the dissemination of scientific knowledge. [ABSTRACT FROM AUTHOR] |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asx&AN=190801154 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1515/text-2024-0023 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 27 Subjects: – SubjectFull: Scientific knowledge Type: general – SubjectFull: Frames (Linguistics) Type: general – SubjectFull: Pronouns Type: general – SubjectFull: Adverbials Type: general – SubjectFull: Writing processes Type: general – SubjectFull: Science popularization Type: general Titles: – TitleFull: Lexico-syntactic features of science and science popularization texts: an information-theoretic view. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Guo, Siwen – PersonEntity: Name: NameFull: Liang, Maocheng IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 18607330 Numbering: – Type: volume Value: 46 – Type: issue Value: 1 Titles: – TitleFull: Text & Talk Type: main |
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