BRIDGING COGNITIVE PROCESSES AND LANGUAGE DEVIATIONS: A CORPUS-BASED STUDY OF ACADEMIC WRITING

Abstract

The present study adopts a Cognitive-pragmatic approach, supported by corpus-based analysis, to enhance Error Analysis (EA) by providing a detailed classification and explanation of lexical errors. This Cognitive-Pragmatic framework, which is a relatively new and evolving paradigm in linguistics, offers a robust model for the taxonomy and analysis of lexical errors. The research specifically focuses on applying this framework to the analysis and classification of lexical errors within the Academic Word List (AWL). The goal is to uncover the cognitive processes underlying error production and to provide insights into the cognitive models that influence error classification. By highlighting issues related to language acquisition and academic writing, this approach seeks to raise awareness of AWL deviations and their cognitive foundations. The study analyzes a corpus of academic essays written by students at the American University of Armenia, employing inductive methods to classify and interpret AWL lexical errors.