Author(s)
Michał Rutkowski
Universidade de Santiago de Compostela, Spain
https://orcid.org/0000-0001-7874-3144
Journal: Polish Journal of English Studies
Issue: 11.2 (2025)
Date: 15/12/2025
Page: 157
Quote As: Rutkowski, Michał. “The Role of Register-Specific Semantic Prosody in ESL Advanced Instruction: ‘Environmental’ Discourse in Academic and Journalism Genres of British English”, Polish Journal of English Studies 11.2 (2025): 157-172
DOI: doi.org/10.64867/pjes.25435981.25.112.5327
Abstract
This article explores semantic prosody (SP) and the pedagogical need for teaching register-specific SP to advanced learners of English as a Second Language (ESL), using the corpus linguistic analysis of the adjective ENVIRONMENTAL as a case study. Semantic prosody, the evaluative “aura” a word acquires from its typical lexical surroundings, is a crucial component of pragmatic competence often overlooked in L2 instruction. While dictionary definitions provide denotative meaning, they frequently fail to capture the nuanced, register-dependent evaluative associations that shape native-like language use. This paper builds on a previous study of ENVIRONMENTAL in general online discourse by presenting a more granular, comparative analysis of its semantic prosody across journalistic and academic registers drawn from the British National Corpus (BNC). Using a corpus-assisted methodology, the study reveals a significant divergence in narrative framing: journalistic texts frame the term with a neutral semantic prosody, balancing negative concepts like pressure with responses, effectively depicting a narrative of societal reaction. In contrast, academic writing employs a markedly positive prosody centered on constructive action, typified by collocates such as performance, development, and sustainable. These findings demonstrate that a one-size-fits-all approach to vocabulary instruction leaves learners ill-equipped for specialized contexts. The article concludes by outlining key implications for language pedagogy (glottodidactics), specifically advocating for Data-Driven Learning (DDL) strategies. It argues that fostering awareness of register-specific semantic prosody allows advanced L2 learners (above B2 level) to move beyond simple grammatical correctness to achieve pragmatic appropriateness. Ultimately, this approach empowers learners to navigate complex discourses and contribute agency-driven narratives to specialized fields such as environmental education and policy.
Keywords: semantic prosody, English as a Second Language (ESL), British English, language pedagogy, corpus linguistics
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Received: 2025-08-06; reviewed 2025-10-15; accepted 2025-11-20