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02-concordance.html
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<!DOCTYPE html>
<html lang="en"><head>
<script src="02-concordance_files/libs/clipboard/clipboard.min.js"></script>
<script src="02-concordance_files/libs/quarto-html/tabby.min.js"></script>
<script src="02-concordance_files/libs/quarto-html/popper.min.js"></script>
<script src="02-concordance_files/libs/quarto-html/tippy.umd.min.js"></script>
<link href="02-concordance_files/libs/quarto-html/tippy.css" rel="stylesheet">
<link href="02-concordance_files/libs/quarto-html/light-border.css" rel="stylesheet">
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<link href="02-concordance_files/libs/quarto-html/quarto-syntax-highlighting.css" rel="stylesheet" id="quarto-text-highlighting-styles"><meta charset="utf-8">
<meta name="generator" content="quarto-1.4.550">
<meta name="author" content="Gede Primahadi Wijaya Rajeg">
<meta name="dcterms.date" content="2024-07-22">
<title>Concordance</title>
<meta name="apple-mobile-web-app-capable" content="yes">
<meta name="apple-mobile-web-app-status-bar-style" content="black-translucent">
<meta name="viewport" content="width=device-width, initial-scale=1.0, maximum-scale=1.0, user-scalable=no, minimal-ui">
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<style>
code{white-space: pre-wrap;}
span.smallcaps{font-variant: small-caps;}
div.columns{display: flex; gap: min(4vw, 1.5em);}
div.column{flex: auto; overflow-x: auto;}
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div.csl-right-inline {
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padding-left:1em;
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div.csl-indent {
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<body class="quarto-light">
<div class="reveal">
<div class="slides">
<section id="title-slide" class="quarto-title-block center">
<h1 class="title">Concordance</h1>
<div class="quarto-title-authors">
<div class="quarto-title-author">
<div class="quarto-title-author-name">
<a href="https://www.ling-phil.ox.ac.uk/people/gede-rajeg">Gede Primahadi Wijaya Rajeg</a> <a href="https://orcid.org/0000-0002-2047-8621" class="quarto-title-author-orcid"> <img src="data:image/png;base64,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"></a>
</div>
<p class="quarto-title-affiliation">
<a href="https://www.ling-phil.ox.ac.uk/people/gede-rajeg" target="_blank" style="color:DodgerBlue;">University of Oxford</a> / <a href="https://www.cirhss.org/" target="_blank" style="color:DodgerBlue;">CIRHSS</a> & <a href="https://github.com/complexico" target="_blank" style="color:DodgerBlue;">CompLexico</a>, Udayana University
</p>
</div>
</div>
<p class="date">2024-07-22</p>
</section>
<section id="roadmap" class="slide level2">
<h2>Roadmap</h2>
<div>
<ol type="1">
<li class="fragment"><p>What is a concordance?</p></li>
<li class="fragment"><p>What can we learn from looking at concordance lines?</p></li>
<li class="fragment"><p>Common aspects to look at from concordance</p></li>
<li class="fragment"><p>My typical workflow in analysing concordance</p></li>
<li class="fragment"><p>Practice</p></li>
</ol>
</div>
</section>
<section id="what-is-a-concordance" class="slide level2">
<h2>What is a concordance?</h2>
<div>
<ul>
<li class="fragment"><p>“a collection of the occurrences of a word-form, each in its own textual environment. In its simplest form, it is an index. Each word-form is indexed, and a reference is given to the place of each occurrence in a text” <span class="citation" data-cites="sinclair1991">(<a href="#/references" role="doc-biblioref" onclick="">Sinclair 1991: 32</a>)</span>.</p></li>
<li class="fragment"><p>“gives contextual information about a word” <span class="citation" data-cites="barth2021">(<a href="#/references" role="doc-biblioref" onclick="">Barth & Schnell 2021: 82</a>)</span>.</p></li>
</ul>
</div>
</section>
<section id="what-is-a-concordance-1" class="slide level2 scrollable">
<h2>What is a concordance?</h2>
<div class="columns">
<div class="column" style="width:50%;">
<div class="cell" data-layout-align="left">
<div class="cell-output-display">
<div class="quarto-figure quarto-figure-left">
<figure>
<p><img data-src="img/05-shakespeare-conc.png" class="quarto-figure quarto-figure-left" style="width:5in;height:6in"></p>
<figcaption>A snippet of a concordance of <a href="https://www.opensourceshakespeare.org/search/search-results.php?link=con&works%5B%5D=*&keyword1=charm&sortby=WorkName&pleasewait=1&msg=sr"><em>charm</em> in Shakespeare’s works</a>.</figcaption>
</figure>
</div>
</div>
</div>
</div><div class="column" style="width:50%;">
<p>“a collection of the occurrences of a word-form, each in its own textual environment. In its simplest form, it is an index. <em>Each <span style="background-color:pink;"><strong>word-form</strong></span> is indexed, and a <span style="color:#0527C2;"><strong>reference</strong></span> is given <span style="color:#0527C2;"><strong>to the place of each occurrence</strong></span> in a text</em>” <span class="citation" data-cites="sinclair1991">(<a href="#/references" role="doc-biblioref" onclick="">Sinclair 1991: 32</a>, emphases mine)</span>.</p>
</div>
</div>
</section>
<section id="what-is-a-concordance-2" class="slide level2 scrollable">
<h2>What is a concordance?</h2>
<p>MS Word <code>find</code> is a kind of concordance!</p>
<div class="cell" data-layout-align="left">
<div class="cell-output-display">
<div class="quarto-figure quarto-figure-left">
<figure>
<p><img data-src="img/05-word-conc.png" class="quarto-figure quarto-figure-left" style="width:7in;height:4in" data-fig-scap="A concordance in MS Word"></p>
</figure>
</div>
</div>
</div>
</section>
<section id="what-is-a-concordance-key-word-in-context-kwic" class="slide level2">
<h2>What is a concordance? Key Word in Context (KWIC)</h2>
<p>KWIC: a modern-day format of a concordance.</p>
<div class="cell" data-layout-align="left">
<div class="cell-output-display">
<div class="quarto-figure quarto-figure-left">
<figure>
<p><img data-src="img/05-ske-conc-charm-lemma.png" class="quarto-figure quarto-figure-left" style="width:7in;height:4in"></p>
<figcaption>A snippet of SE’s <a href="https://ske.li/15y">concordance of the lemma <em>CHARM</em></a> in <em>English Web 2021</em></figcaption>
</figure>
</div>
</div>
</div>
</section>
<section id="what-is-a-concordance-3" class="slide level2">
<h2>What is a concordance?</h2>
<p>Take away:</p>
<ul>
<li><p>essentially a means to display (raw, unanalysed) data more efficiently</p></li>
<li><p>does not perform the analysis to answer the research question</p>
<ul>
<li><p><em>we</em>, the researcher, need to analyse them in such a way that these concordance data could provide answer to our research question(s).</p></li>
<li><p>It is insufficient just to know the how-to of <em>corpus</em> linguistics, but also the <em>linguistics</em> side.</p></li>
</ul></li>
</ul>
</section>
<section id="roadmap-1" class="slide level2">
<h2>Roadmap</h2>
<div>
<p><del>1. What is a concordance?</del></p>
<ol start="2" type="1">
<li><p>What can we learn from looking at concordance lines?</p></li>
<li><p>Common aspects to look at from concordance</p></li>
<li><p>My typical workflow in analysing concordance</p></li>
<li><p>Practice</p></li>
</ol>
</div>
</section>
<section id="what-can-we-learn-from-looking-at-concordance-lines" class="slide level2 scrollable">
<h2>What can we learn from looking at concordance lines?</h2>
<p>Electronic concordance can be sorted (alphabetically) in various ways <span class="citation" data-cites="tribble2010">(<a href="#/references" role="doc-biblioref" onclick="">Tribble 2010: 175</a>)</span>:</p>
<ul>
<li><p>by the node/target word/lemma/phrase</p></li>
<li><p>by the left context of the node</p></li>
<li><p>by the right context of the node</p></li>
</ul>
<p>These sorting help reveals different kinds of usages of the node <span class="citation" data-cites="hunston2002">(cf. <a href="#/references" role="doc-biblioref" onclick="">Hunston 2002: 42–52</a>)</span>.</p>
</section>
<section id="section" class="slide level2">
<h2></h2>
<p><img data-src="img/05-ske-conc-charm-left-context.png" class="absolute" style="top: 60px; left: 0px; width: 90%; "></p>
<div class="absolute" style="font-size:.8em;top: 20px; left: 30px; ">
<p>Left-context sorting for the <a href="https://ske.li/15z">concordance of <em>charm</em></a>. Any regularity/pattern?</p>
</div>
<div class="absolute" style="font-size:.5em;left: 30px; bottom: 10px; ">
<p>Concordance link: <a href="https://ske.li/15z" class="uri">https://ske.li/15z</a></p>
</div>
</section>
<section id="what-can-we-learn-from-looking-at-concordance-lines-1" class="slide level2 scrollable">
<h2>What can we learn from looking at concordance lines?</h2>
<p>See Hunston<span class="citation" data-cites="hunston2002">(<a href="#/references" role="doc-biblioref" onclick="">2002: 42–52</a>)</span> for details of the following points.</p>
<ul>
<li><p>“Observing the ‘central’ and ‘typical’”</p>
<ul>
<li><span style="color:LightSeaGreen">in frequency terms</span></li>
</ul></li>
<li><p>“Observing meaning distinctions”</p>
<ul>
<li><span style="color:LightSeaGreen">different usage patterns of near-synonyms</span></li>
</ul></li>
<li><p>“Observing meaning and patterns”</p>
<ul>
<li><p><span style="color:LightSeaGreen">distinct senses/meanings of a word and their patternings (lexical, morpho-syntactical, morphological, etc.) <span class="citation" data-cites="gries2006">(cf. <a href="#/references" role="doc-biblioref" onclick="">Gries 2006</a>)</span></span></p></li>
<li><p>“<span style="color:SteelBlue">Distinguishing between the meanings is a matter of distinguishing between patterns of usage.” <span class="citation" data-cites="hunston2002">(<a href="#/references" role="doc-biblioref" onclick="">Hunston 2002: 47</a>)</span></span></p></li>
</ul></li>
<li><p>“Observing detail”</p>
<ul>
<li><p><span style="color:LightSeaGreen">mass of data, more specific observation of individual words</span></p></li>
<li><p>e.g., <span style="color:SteelBlue">different semantic type of verbs following the phrase <em>advice<sub>noun</sub> as to</em> <span class="citation" data-cites="hunston2002">(<a href="#/references" role="doc-biblioref" onclick="">Hunston 2002: 52</a>)</span></span></p></li>
</ul></li>
</ul>
</section>
<section id="roadmap-2" class="slide level2">
<h2>Roadmap</h2>
<div>
<p><del>1. What is a concordance?</del></p>
<p><del>2. What can we learn from looking at concordance lines?</del></p>
<ol start="3" type="1">
<li><p>Common aspects to look at from concordance</p></li>
<li><p>My typical workflow in analysing concordance</p></li>
<li><p>Practice</p></li>
</ol>
</div>
</section>
<section id="common-aspect-to-look-at-from-concordance" class="slide level2 scrollable">
<h2>Common aspect to look at from concordance</h2>
<p>See Sinclair <span class="citation" data-cites="sinclair2004">(<a href="#/references" role="doc-biblioref" onclick="">2004</a>, Ch. 2)</span> for further details for “The search for units of meaning”</p>
<div>
<ul>
<li class="fragment"><p><em>collocation</em> <span class="citation" data-cites="sinclair2004">(<a href="#/references" role="doc-biblioref" onclick="">Sinclair & Carter 2004: 28</a>)</span>: <span style="color:crimson">“a frequent co-occurrence of words”</span></p></li>
<li class="fragment"><p><em>colligation</em> <span class="citation" data-cites="sinclair2004">(<a href="#/references" role="doc-biblioref" onclick="">Sinclair & Carter 2004: 32</a>)</span>: <span style="color:crimson">“co-occurrence of grammatical choices”</span></p></li>
<li class="fragment"><p><em>semantic preference</em></p>
<ul>
<li class="fragment"><p>semantic abstraction/categorisation from a group of collocates</p></li>
<li class="fragment"><p>example:</p>
<ul>
<li class="fragment"><p>categorising the semantic type of noun collocates of the EXPERIENCER argument of ANGRY vs. MAD <span class="citation" data-cites="suari2024">(<a href="#/references" role="doc-biblioref" onclick="">Suari, Rajeg & Sudipa 2024</a>)</span>; categorisation based on the cross-linguistic semantic catalogue <em>Concepticon</em> <span class="citation" data-cites="list">(<a href="#/references" role="doc-biblioref" onclick="">List et al.</a>)</span></p>
<ul>
<li class="fragment"><a href="https://github.com/complexico/anger-mad-coca/blob/main/figs/08-fig3-8-Experiencer-collocates.png">visualising the results</a> based on the collocation strength of these collocates with the adjectives in COCA corpus</li>
</ul></li>
</ul></li>
</ul></li>
<li class="fragment"><p><em>semantic prosody</em></p>
<ul>
<li class="fragment"><p>pragmatic aura of the context surrounding the node word</p></li>
<li class="fragment"><p>typically whether the context is positive or negative</p></li>
<li class="fragment"><p>“connotation” in the traditional semantics <span class="citation" data-cites="mcenery2012">(<a href="#/references" role="doc-biblioref" onclick="">McEnery & Hardie 2012: 136</a>)</span></p></li>
</ul></li>
</ul>
</div>
</section>
<section id="roadmap-3" class="slide level2">
<h2>Roadmap</h2>
<div>
<p><del>1. What is a concordance?</del></p>
<p><del>2. What can we learn from looking at concordance lines?</del></p>
<p><del>3. Common aspects to look at from concordance</del></p>
<ol start="4" type="1">
<li><p>My typical workflow in analysing concordance</p></li>
<li><p>Practice</p></li>
</ol>
</div>
</section>
<section id="my-typical-workflow-in-analysing-concordance" class="slide level2 scrollable">
<h2>My typical workflow in analysing concordance</h2>
<ul>
<li><p>Define my research question(s) (RQs)</p>
<ul>
<li><span style="color:SteelBlue">usually within theoretical contexts, mainly in Cognitive Linguistics (esp. cognitive lexical semantics & construction grammar) and/or Austronesian/Indonesian linguistics.</span></li>
</ul></li>
<li><p>Extract concordances of the phenomenon from a corpus (not using Sketch Engine)</p>
<ul>
<li><p>remember, <span style="color:crimson">concordance is <em>just</em> a way to display the raw data</span></p></li>
<li><p><span style="color:SteelBlue">operationalise your RQs</span> such that they <span style="color:SteelBlue">translate into <strong>what</strong> to extract</span> from the corpus to retrieve the (candidate) data to be analysed (i.e., qualitatively annotated and further analysed statistically) to answer your RQs.</p></li>
</ul></li>
<li><p>Annotate/Code each line of the concordance in MS Excel/Spreadsheet software</p>
<ul>
<li><p><span style="color:SteelBlue">identify the variable(s) to be analysed based on your research question</span></p>
<ul>
<li><p><span style="color:SteelBlue">annotate that as columns in Excel</span>; <span style="color:crimson"><strong>one variable, one column</strong></span></p></li>
<li><p>at this stage, <span style="color:SteelBlue">theoretical framework/linguistic skills will be important</span> (at least for me)</p></li>
</ul></li>
</ul></li>
<li><p>Statistical/quantitative analyses + visualisation in R</p>
<ul>
<li><p><span style="color:SteelBlue"><em>any</em> statistical/programming software can be used <strong>as long as</strong> they provide the statistical techniques you are going to use.</span></p></li>
<li><p><span style="color:crimson">very much dependent on your RQs</span></p></li>
</ul></li>
<li><p>Report the results</p></li>
</ul>
</section>
<section id="my-typical-workflow-in-analysing-concordance-example" class="slide level2 scrollable">
<h2>My typical workflow in analysing concordance: <em>Example</em></h2>
<div>
<ul>
<li class="fragment"><p><span style="color:MediumVioletRed">Topic</span>: Indonesian diathesis <span class="citation" data-cites="rajeg">(cf. <a href="#/references" role="doc-biblioref" onclick="">Rajeg & Artawa</a>, <em>forthcoming</em>)</span></p></li>
<li class="fragment"><p><span style="color:MediumVioletRed">Context - Qualitative (theoretical) claim</span> <span class="citation" data-cites="moeliono2017 sneddon2010">(<a href="#/references" role="doc-biblioref" onclick="">Moeliono et al. 2017: 257</a>; <a href="#/references" role="doc-biblioref" onclick="">Sneddon et al. 2010: 470</a>)</span>:</p>
<ul>
<li class="fragment"><p>In Indonesian passive clause, AGENT can be <strong>optionally</strong> expressed</p></li>
<li class="fragment"><p>How would we measure this optionality?</p></li>
</ul></li>
<li class="fragment"><p><span style="color:MediumVioletRed">Context - Quantitative (null-hypothesis/theoretical) prediction</span>:</p>
<ul>
<li class="fragment">If we look at a sample of passive clauses (say from a corpus), the presence/absence of AGENT would be roughly equal</li>
</ul></li>
<li class="fragment"><p><span style="color:MediumVioletRed">Research question</span>:</p>
<ul>
<li class="fragment">To what extent does AGENT is explicitly expressed or suppresed in a sample of passive clauses (with the Indonesian passive <em>di</em>- prefix)?</li>
</ul></li>
<li class="fragment"><p><span style="color:MediumVioletRed">Operationalisation - corpus query</span>:</p>
<ul>
<li class="fragment"><p>What should we extract from the corpus as a concordance? 🤔</p>
<ul>
<li class="fragment">passive sentences containing verb marked with <em>di</em>-</li>
</ul></li>
<li class="fragment"><p><strong>No syntactic parsing</strong> in the Indonesian corpus; what to do? 🤷</p>
<ul>
<li class="fragment">regular expressions [RegEx] “<code>di[a-z]{5,}</code>”</li>
</ul></li>
<li class="fragment"><p>50 random concordance lines for each of the total 12 genres</p>
<ul>
<li class="fragment">Total raw data to analyse: 600 lines (50 lines * 12 genres)</li>
</ul></li>
<li class="fragment"><p>save the concordance into tab-separated plain text to be opened in MS Excel</p></li>
</ul></li>
<li class="fragment"><p><span style="color:MediumVioletRed">Operationalisation - annotating the concordance</span>:</p>
<ul>
<li class="fragment"><p>Given the RQ, what variable/aspect would we annotate from the concordance sample? How?</p>
<ul>
<li class="fragment">we need to annotate the presence/absence of AGENT argument such that later on we can <strong>count</strong>/<strong>quantify</strong> how much is the AGENT present/absent.</li>
</ul></li>
<li class="fragment"><p>Let’s see the <a href="https://github.com/gederajeg/diatesis-bahasa-indonesia/blob/0.0.1/data/potential_di_passive_sample.tsv">concordance data</a></p></li>
</ul></li>
<li class="fragment"><p><span style="color:MediumVioletRed">Results</span></p>
<ul>
<li class="fragment"><p>Theoretical claim: AGENT is optionally expressed in Indonesian passive with <em>di</em>-</p>
<ul>
<li class="fragment">How would we measure this optionality?</li>
</ul></li>
<li class="fragment"><p>RQ: To what extent does AGENT is explicitly expressed or suppresed in a sample of passive clauses (with the Indonesian passive <em>di</em>- prefix)?</p></li>
<li class="fragment"><p>Corpus finding:</p></li>
</ul></li>
</ul>
<div class="cell">
<div class="cell-output-display">
<div>
<figure>
<p><img data-src="img/05-fig-long-short-passive-1.png" style="width:7in;height:4in"></p>
</figure>
</div>
</div>
</div>
</div>
</section>
<section id="roadmap-4" class="slide level2">
<h2>Roadmap</h2>
<div>
<p><del>1. What is a concordance?</del></p>
<p><del>2. What can we learn from looking at concordance lines?</del></p>
<p><del>3. Common aspects to look at from concordance</del></p>
<p><del>4. My typical workflow in analysing concordance</del></p>
<ol start="5" type="1">
<li>Practice</li>
</ol>
</div>
</section>
<section id="practice" class="slide level2 scrollable">
<h2>Practice</h2>
<ul>
<li><p>Extract concordance of a word or phrase from SkE</p></li>
<li><p>Retrieve random sample from SkE</p></li>
<li><p>Try to sort the concordance into more meaningful display to detect pattern</p></li>
<li><p>Export to .csv/.xlsx</p></li>
<li><p>Open in MS Excel</p></li>
<li><p>Annotate co-occurrence of the node in terms of its:</p>
<ul>
<li><p>lexical co-occurrence (collocation)</p>
<ul>
<li>e.g., the subject/object of a verb; the modifier of a head noun; any recurring prepositional combination (?); others (?)</li>
</ul></li>
<li><p>grammatical preference of the node word</p>
<ul>
<li>e.g., syntactic patterning</li>
</ul></li>
<li><p>semantic preference</p></li>
<li><p>semantic prosody</p></li>
</ul></li>
<li><p>share and discuss your finding</p></li>
</ul>
</section>
<section>
<section id="end-of-concordance" class="title-slide slide level1 center">
<h1>End of <code>Concordance</code></h1>
<ul>
<li><p>source files for all materials:</p>
<ul>
<li><a href="https://github.com/complexico/dipscorling2024" class="uri">https://github.com/complexico/dipscorling2024</a></li>
</ul></li>
<li><p>pdf version as a handout <a href="https://github.com/complexico/dipscorling2024/blob/main/02-concordance.pdf">here</a></p></li>
<li><p>How to cite these materials:</p>
<blockquote>
<p>Rajeg, Gede Primahadi Wijaya. 2024. Materials for the <em>Diponegoro Summer Course in Corpus Linguistics</em> (<em>DipSCORLING 2024</em>) (22 - 27 July 2024). R Quarto. Zenodo. <a href="https://doi.org/10.5281/zenodo.12793922">https://doi.org/10.5281/zenodo.12793922</a>. (22 July, 2024).</p>
</blockquote></li>
</ul>
</section>
<section id="references" class="slide level2 smaller scrollable">
<h2>References</h2>
<div class="quarto-auto-generated-content">
<div class="footer footer-default">
</div>
</div>
<div id="refs" class="references csl-bib-body hanging-indent" data-entry-spacing="0" role="list">
<div id="ref-barth2021" class="csl-entry" role="listitem">
Barth, Danielle & Stefan Schnell. 2021. <em>Understanding corpus linguistics</em>. London: Routledge. <a href="https://doi.org/10.4324/9780429269035">https://doi.org/10.4324/9780429269035</a>.
</div>
<div id="ref-gries2006" class="csl-entry" role="listitem">
Gries, Stefan Th. 2006. Corpus-based methods and cognitive semantics: The many senses of <span><em>to run</em></span>. In Stefan Th. Gries & Anatol Stefanowitsch (eds.), <em>Corpora in <span>Cognitive Linguistics</span>: <span>Corpus</span>-based approaches to syntax and lexis</em>, 57–99. Berlin: Mouton de Gruyter.
</div>
<div id="ref-hunston2002" class="csl-entry" role="listitem">
Hunston, Susan. 2002. <em>Corpora in applied linguistics</em>. 1st edn. Cambridge ; New York: Cambridge University Press. <a href="https://doi.org/10.1017/CBO9781139524773">https://doi.org/10.1017/CBO9781139524773</a>.
</div>
<div id="ref-list" class="csl-entry" role="listitem">
List, Johann-Mattis, Annika Tjuka, Mathilda Van Zantwijk, Frederic Blum, Carlos Barrientos Ugarte, Christoph Rzymski, Simon Greenhill & Robert Forkel. CLLD concepticon 3.1.0. <a href="https://doi.org/10.5281/ZENODO.7777629">https://doi.org/10.5281/ZENODO.7777629</a>.
</div>
<div id="ref-mcenery2012" class="csl-entry" role="listitem">
McEnery, Tony & Andrew Hardie. 2012. <em>Corpus linguistics: Method, theory and practice</em>. Cambridge: Cambridge University Press.
</div>
<div id="ref-moeliono2017" class="csl-entry" role="listitem">
Moeliono, Anton M., Hans Lapoliwa, Hasan Alwi, Sry Sattya Tjatur, Wisnu Sasangka & Sugiyono Sugiyono. 2017. <em>Tata bahasa baku bahasa Indonesia</em>. Edisi Keempat. Jakarta: Badan Pengembangan dan Pembinaan Bahasa, Kementrian Pendidikan dan Kebudayaan. <a href="http://repositori.kemdikbud.go.id/16351/">http://repositori.kemdikbud.go.id/16351/</a>.
</div>
<div id="ref-rajeg" class="csl-entry" role="listitem">
Rajeg, Gede Primahadi Wijaya & Ketut Artawa. Kajian korpus kuantitatif terhadap aspek-aspek diatesis dalam bahasa <span>Indonesia</span>. Book chapter manuscript. <a href="https://doi.org/10.5281/zenodo.10615407">https://doi.org/10.5281/zenodo.10615407</a>.
</div>
<div id="ref-sinclair1991" class="csl-entry" role="listitem">
Sinclair, John. 1991. <em>Corpus, concordance, collocation</em> (Describing English language). Oxford: Oxford University Press.
</div>
<div id="ref-sinclair2004" class="csl-entry" role="listitem">
Sinclair, John McHardy & Ronald Carter. 2004. <em>Trust the text: Language, corpus and discourse</em>. London ; New York, N.Y: Routledge.
</div>
<div id="ref-sneddon2010" class="csl-entry" role="listitem">
Sneddon, James Neil, Alexander Adelaar, Dwi Noverini Djenar & Michael C. Ewing. 2010. <em>Indonesian reference grammar</em>. 2nd edn. Crows Nest, New South Wales, Australia: Allen & Unwin.
</div>
<div id="ref-suari2024" class="csl-entry" role="listitem">
Suari, Ida Ayu Saskara Tranggana, Gede Primahadi Wijaya Rajeg & I. Nengah Sudipa. 2024. Exploring Grammatical and Semantic Profiles of Angry and Mad: A Corpus-Based Study. <em>EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics</em> 8(2). 272–296. <a href="https://ejournal-fkip.unisi.ac.id/eji/article/view/2749">https://ejournal-fkip.unisi.ac.id/eji/article/view/2749</a>.
</div>
<div id="ref-tribble2010" class="csl-entry" role="listitem">
Tribble, Christopher. 2010. What are concordances and how are they used? In Anne O’Keeffe & Michael McCarthy (eds.), <em>The <span>Routledge</span> handbook of corpus linguistics</em> (Routledge Handbooks in Applied Linguistics), 167–183. London ; New York: Routledge.
</div>
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</section></section>
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if (previousSlide) {
window.jQuery(previousSlide).trigger("hidden");
}
if (currentSlide) {
window.jQuery(currentSlide).trigger("shown");
}
}
}
// hookup for slidy
if (window.w3c_slidy) {
window.w3c_slidy.add_observer(function (slide_num) {
// slide_num starts at position 1
fireSlideChanged(null, w3c_slidy.slides[slide_num - 1]);
});
}
})();
</script>
<script id="quarto-html-after-body" type="application/javascript">
window.document.addEventListener("DOMContentLoaded", function (event) {
const toggleBodyColorMode = (bsSheetEl) => {
const mode = bsSheetEl.getAttribute("data-mode");
const bodyEl = window.document.querySelector("body");
if (mode === "dark") {
bodyEl.classList.add("quarto-dark");
bodyEl.classList.remove("quarto-light");
} else {
bodyEl.classList.add("quarto-light");
bodyEl.classList.remove("quarto-dark");
}
}