Table 6 Top 20 keywords for each country.
From: Bibliometric analysis of Asian ‘language and linguistics’ research: A case of 13 countries
Rank | China | Hong Kong | India | Indonesia | Iran | Israel | Japan | Malaysia | Saudi Arabia | Singapore | South Korea | Taiwan | Turkey |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Chinese (181) | Hong Kong (190) | sentiment analysis (49) | Indonesia (58) | EFL learners (130) | Hebrew (232) | Japanese (264) | Malaysia (112) | Saudi Arabia (45) | Singapore (90) | Korean (114) | Taiwan (74) | Turkish (112) |
2 | China (143) | Cantonese (151) | Twitter (31) | EFL (45) | Persian (96) | morphology (49) | Japan (97) | Malay (49) | Arabic (36) | bilingualism (28) | EFL (36) | EFL (63) | Turkey (54) |
3 | Mandarin Chinese (71) | Chinese (77) | natural language processing (30) | English (29) | reading comprehension (96) | Arabic (47) | conversation analysis (68) | academic writing (40) | EFL (35) | Singapore English (25) | South Korea (32) | Chinese (55) | English as a foreign language (30) |
4 | English (62) | identity (57) | machine learning (30) | gender (28) | gender (74) | bilingualism (44) | English (47) | critical discourse analysis (38) | motivation (25) | English (25) | conversation analysis (28) | Mandarin Chinese (54) | vocabulary (29) |
5 | systemic functional linguistics (61) | discourse Analysis (49) | deep learning (25) | writing (26) | EFL (61) | Israel (44) | motivation (44) | ESL (33) | gender (18) | neoliberalism (18) | identity (26) | Mandarin (54) | EFL (29) |
6 | deep learning (61) | English (46) | India (20) | critical discourse analysis (23) | Iran (61) | modern Hebrew (43) | EFL (41) | genre analysis (32) | language learning (18) | Chinese (18) | English (25) | second language acquisition (29) | teacher education (28) |
7 | academic writing (60) | China (45) | language (18) | academic writing (22) | EFL teachers (56) | syntax (39) | second language (34) | translation (27) | EFL learners (17) | language ideology (17) | Korea (24) | reading comprehension (28) | academic writing (27) |
8 | Mandarin (59) | academic writing (34) | information retrieval (17) | Indonesian (22) | motivation (51) | reading (38) | second language acquisition (33) | gender (27) | COVID-19 (17) | language policy (17) | text mining (23) | motivation (26) | writing (27) |
9 | corpus (57) | teacher education (34) | text mining (16) | motivation (22) | Iranian EFL learners (50) | phonology (31) | vocabulary learning (28) | identity (27) | reading comprehension (14) | multimodality (15) | l2 writing (23) | computer-mediated communication (22) | motivation (27) |
10 | translation (51) | multilingualism (33) | opinion mining (15) | social media (20) | accuracy (48) | language acquisition (25) | English as a foreign language (27) | motivation (27) | social media (14) | systemic functional linguistics (14) | second language acquisition (20) | corpus (22) | conversation analysis (24) |
11 | identity (51) | language policy (33) | bilingualism (13) | reading comprehension (20) | culture (47) | discourse analysis (24) | English as a lingua franca (26) | higher education (27) | higher education (14) | academic writing (14) | grammaticalization (19) | English as a foreign language (21) | bilingualism (23) |
12 | motivation (50) | gender (31) | social media (13) | EFL students (19) | critical discourse analysis (45) | language (24) | vocabulary (26) | English (26) | culture (13) | discourse (14) | motivation (19) | vocabulary learning (21) | language (22) |
13 | sentiment analysis (47) | discourse (31) | Hindi (13) | writing skill (17) | Persian language (41) | dyslexia (24) | identity (25) | EFL (23) | pragmatics (13) | conversation analysis (14) | English as a foreign language (18) | English (21) | learner autonomy (22) |
14 | social media (46) | systemic functional linguistics (30) | Indian languages (12) | learning (16) | dynamic assessment (40) | Russian (23) | scrambling (23) | Malay language (21) | English (13) | Singlish (14) | working memory (17) | listening comprehension (20) | language learning (21) |
15 | natural language processing (40) | Hong Kong English (29) | Kannada (11) | higher education (16) | writing (38) | semantics (21) | grammaticalization (21) | Malaysian English (21) | Twitter (12) | ideology (13) | corpus (17) | grammaticalization (20) | reading comprehension (20) |
16 | language (39) | genre (29) | Bengali (11) | perception (16) | fluency (38) | pragmatics (20) | language acquisition (21) | education (19) | attitudes (12) | Japanese (12) | second language (16) | academic writing (20) | English language teaching (20) |
17 | metaphor (39) | bilingualism (27) | COVID-19 (11) | translation (16) | corrective feedback (37) | English (20) | interaction (21) | corpus linguistics (19) | Saudi EFL (12) | language (12) | aging (15) | Optimality Theory (20) | corpus (20) |
18 | critical discourse analysis (38) | Mandarin (26) | classification (11) | online learning (15) | attitude (34) | children (19) | corpus (21) | second language acquisition (19) | second language acquisition (12) | identity (12) | machine learning (14) | EFL learners (19) | higher education (20) |
19 | multilingualism (38) | corpus linguistics (25) | speech recognition (10) | identity (15) | translation (34) | identity (19) | word order (21) | social media (19) | E-learning (12) | second language acquisition (12) | second language writing (14) | Taiwanese Southern Min (19) | metaphor (19) |
20 | reading (36) | higher education (25) | metaphor (10) | critical thinking (15) | applied linguistics (34) | political discourse (17) | language (21) | ESL learners (18) | critical discourse analysis (11) | globalization (11) | sentiment analysis (14) | Southern Min (18) | linguistics (19) |
EFL (36) | aphasia (17) | discourse analysis (11) | deep learning (14) | interactive learning environments (18) | language teaching (19) | ||||||||
linguistics (17) | multilingualism (11) | ||||||||||||
diglossia (17) | corpus linguistics (11) | ||||||||||||
gender (17) | Mandarin Chinese (11) | ||||||||||||
social media (11) |
