collocations with research

• Cambridge Dictionary +Plus

Collocations with research

These are words often used in combination with research .

Click on a collocation to see more examples of it.

Word of the Day

gyroscopically

Your browser doesn't support HTML5 audio

with the use of a gyroscope (= a device containing a wheel that spins freely within a frame, used on aircraft, ships, etc. to help keep them horizontal)

Varied and diverse (Talking about differences, Part 1)

Learn more with +Plus

• Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
• Definitions Clear explanations of natural written and spoken English English Learner’s Dictionary Essential British English Essential American English
• Grammar and thesaurus Usage explanations of natural written and spoken English Grammar Thesaurus
• Pronunciation British and American pronunciations with audio English Pronunciation
• English–Chinese (Simplified) Chinese (Simplified)–English
• English–Chinese (Traditional) Chinese (Traditional)–English
• English–Dutch Dutch–English
• English–French French–English
• English–German German–English
• English–Indonesian Indonesian–English
• English–Italian Italian–English
• English–Japanese Japanese–English
• English–Norwegian Norwegian–English
• English–Polish Polish–English
• English–Portuguese Portuguese–English
• English–Spanish Spanish–English
• English–Swedish Swedish–English
• Dictionary +Plus Word Lists

{{message}}

There was a problem sending your report.

JavaScript is required.

research  noun

detailed, in-depth, extensive, thorough, exhaustive ・The student conducted in-depth research on the history of the Civil War.

painstaking, rigorous, meticulous ・The scientists conducted rigorous research to develop a new vaccine.

further, more, additional ・Further research is needed to confirm these findings.

ground-breaking, pioneering, cutting-edge, leading ・His groundbreaking research led to significant advancements in the field.

basic • preliminary • original ・The journalist conducted preliminary research to gather background information on the story.

collaborative, cooperative • independent ・Many agencies are working in the field of cooperative research and development.

empirical • qualitative • quantitative ・The sociologist conducted qualitative research to understand the experiences of homeless people.

academic, clinical, historical, medical, military, scientific, social ・The university library offers a wide range of resources for academic research.

AIDS, cancer, climate, energy, etc. ・Cancer research is a complex and challenging field.

animal   ・Animal research has helped to develop vaccines and antibiotics.

market ・We conducted surveys as part of our market research.

carry out, conduct, do, undertake ・She conducted research on climate change impacts.

be based on  ・Our recommendations are always based on extensive research.

RESEARCH + VERB   demonstrate, indicate, prove, reveal, show, suggest ・Her research revealed new insights into human behavior.

produce, yield ・The research yielded surprising insights into human behavior.

contribute ・Their research contributed to significant advancements in the field.

support ・His research supported the theory of relativity.

emphasize, highlight ・The research study emphasized the need for better urban planning.

aim ・The research study aimed to understand consumer behavior.

degree ・She obtained her research degree in environmental science.

effort, programme, project, work  ・We need more funding for our ongoing research project.

study, paper • methodology • topic ・The research paper highlighted the importance of biodiversity conservation.

centre, institute, laboratory ・His groundbreaking discovery was made during his time at the research institute.

assistant, group, student, team, worker ・The research team analyzed data from various sources.

seminar, symposium ・The research seminar provided insights into cutting-edge technologies.

grant ・The research grant enabled the scientist to pursue their innovative ideas.

PREPOSITIONS

in ・The university established a center for basic research in cancer.

into, on  ・The team worked diligently on their research to find a solution.

a piece of research ・She presented a piece of research on the impact of social media.

an area of research ・Climate change is an area of research that requires urgent attention.

research and development  ・The company invests heavily in research and development.

research verb

Adverbs .

carefully, meticulously, diligently ・The team carefully researched the data to avoid errors.

exhaustively, extensively, rigorously, thoroughly, comprehensively, fully ・They extensively researched the market trends before investing.

well, properly • poorly, carelessly ・It's important to take the time to research properly for accurate information.

systematically • collectively • independently ・The students independently researched their assigned topics.

continuously • regularly • currently  ・They are currently researching the effects of the new drug.

topic, issue, field, data, literature, etc. ・They decided to research the topic before making any conclusions.

market, event, history, culture, technology, etc. ・The company is researching the market before launching its new product.

solution, practice, approach, effect, source, cure, etc. ・The team is researching possible solutions to the problem.

relationship, connection, similarity, correlation, etc. ・The researchers closely researched the relationship between variables.

 PREPOSITIONS

for ・They are researching for potential solutions to the environmental issue.

into ・She's been researching into the historical origins of the ancient artifact.

• I nfographics
• Show AWL words
• Subscribe to newsletter
• Incidental learning
• Incidental learning tool
• Pronunciation
• Part of speech
• Word family
• Common/uncommon
• General/Academic
• Collocation
• About vocabulary building
• AWL highlighter/gapfill
• AWL tag cloud/gapfill
• ACL highlighter/gapfill
• AFL highlighter/gapfill
• Multi highlighter
• NAWL highlighter
• AVL highlighter
• DCL highlighter
• EAWL highlighter
• MAWL highlighter
• MAVL highlighter
• MAWL/MAVL highlighter
• CAWL highlighter
• CSAVL highlighter
• SWL highlighter
• SPL highlighter
• SVL/MSVL profiler
• GSL highlighter
• NGSL highlighter
• New-GSL highlighter
• About the AWL
• AWL word finder
• AWL highlighter & gapfill
• AWL tag cloud & gapfill
• AWL word cloud
• AWL word cloud (sublist)
• About the ACL
• ACL by headword
• ACL by type
• ACL by frequency
• ACL highlighter & gapfill
• ACL mind map
• About the GSL
• GSL by frequency
• GSL alphabetical
• GSL limiter
• About technical vocab
• Secondary Vocab Lists
• Middle Sch Vocab Lists
• Science Word List
• Secondary Phrase Lists
• Nursing Collocation List
• Other specific lists
• Text profiler
• Word & phrase profiler
• Academic concordancer
• Guide to the concordancer
• Academic corpora
• Concordancers review
• Environment
• Physical Health

Show AWL words on this page.

Levels 1-5:     grey  Levels 6-10:   orange 

Show sorted lists of these words.

Any words you don't know? Look them up in the website's built-in dictionary .

Choose a dictionary .  Wordnet  OPTED  both

• Academic vocab

The Academic Collocation List (ACL) Common academic collocations

This page describes the Academic Collocation List (ACL), explaining what it is and giving a full list of collocations in the ACL, sorted by headword . There is also, in another section, an ACL highlighter which can be used to highlight ACL words in a text, as well as an ACL mind map creator.

What is the ACL?

For another look at the same content, check out YouTube or Youku , or the infographic . There is a worksheet (with answers and teacher's notes) for this video.

The Academic Collocation List (ACL) is a list containing 2,469 of the most frequent and useful collocations which occur in written academic English. It can be seen as a collocational companion to the Academic Word List (AWL) , consisting of collocations (or word combinations) rather than single words.

The ACL was developed by Kirsten Ackermann and Yu-Hua Chen using the Pearson International Corpus of Academic English (PICAE), with advice from English teaching experts to ensure the collocations chosen would be useful to students of English. The ACL gives around 1.4% coverage of words in academic English (based on the source corpus used in the study). In contrast, the same collocations give only 0.1% coverage for a general corpus, showing they are indeed much more common in academic than general English.

Many of the words in the ACL are also contained in the AWL, e.g. alternative approach appears in the ACL, and both of these words appear in the AWL. However, there are many word combinations which are very common in academic writing which contain one word or no words from the AWL, such as generally agree (both of these words actually appear in the GSL ). Studying collocations is an important way to build up your academic vocabulary, and the Academic Collocation List is one possible tool to help you do this.

Check out the Quizzes section for exercises to practise using words in the ACL.

The Academic Collocation List

The 2,469 collocations in the ACL are listed below. The list has been adapted for this website by collecting collocations under headwords, in the same way that words in the AWL are categorised. In addition, the collocations have been listed under both of the headwords they contain in order to make them easier to find. This means, for example, that the collocation great accuracy appears both under the headword great and the headword accurate . The collocation accurate description likewise appears under accurate , as well as under the headword describe . This means each collocation appears twice in the list, once for each headword. Where words occur in the AWL , the AWL headword has been used, e.g. the AWL headword for academic is academy .

There are three versions of this list on the website:

• ordered by headword ( this page )
• listed according to collocation type ( adj + n etc.)
• listed by frequency

GET FREE EBOOK

Like the website? Try the books. This extract from Unlock the Academic Wordlist: Sublists 1-3 contains all sublist 1 words, plus exercises, answers and more!

Author: Sheldon Smith    ‖    Last modified: 28 November 2022.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

The AWL highlighter allows you to highlight words from the AWL (Academic Word List) in any text you choose.

The Academic Word List (AWL) contains 570 word families which frequently appear in academic texts.

The Academic Collocation List (ACL) is a list containing 2,469 of the most frequent and useful collocations which occur in written academic English.

Academic vocabulary consists of general words, non-general academic words, and technical words.

Resources for vocabulary contains additional activities and information (requires users to be logged in).

Learning vocabulary depends on knowing how much to learn, the type of vocabulary to study, and how to study it properly.

Collocations with the word 'research'

Quick word challenge

Quiz Review

Score: 0 / 5

Wordle Helper

Scrabble Tools

• Old Version |
• Collins Dictionary |
• Google Dictionary |
• IELTS Lessons|
• Practice tests|
• English exams|
• Document image tool

A completely new type of dictionary with word collocation that helps students and advanced learners effectively study, write and speak natural-sounding English . This online dictionary is very helpful for the education of the IELTS, TOEFL test.

• Collocations/collocation - common word combinations such as 'bright idea' or 'talk freely' - are the essential building blocks of natural-sounding English. The dictionary contains over 150,000 collocations for nearly 9,000 headwords.
• The dictionary shows words commonly used in combination with each headword: nouns, verbs, adjectives, adverbs, and prepositions, common phrases.
• The collocation dictionary is based on 100 million word British National Corpus.
• Over 50,000 examples show how the collocation/collocations are used in context, with grammar and register information where helpful.
• The clear page layout groups collocations according to part of speech and meaning, and helps users pinpoint speedily the headword, sense and collocation they need.
• Free Download -- OXFORD Collocations Dictionary
• Document image tool -- Free photo repair|Free document conversion|More
• Google Dictionary
• Wordnet Online
• English Test Info
• IELTS English Test
• Collins Dictionary
• IELTS Lessons
• Practice tests
• English exams

This site is supported by Send me an email .

• Dictionaries home
• American English
• Collocations
• German-English
• Grammar home
• Practical English Usage
• Learn & Practise Grammar (Beta)
• Word Lists home
• My Word Lists
• Recent additions
• Resources home
• Text Checker

Using the Oxford Collocations Dictionary

What is collocation.

Collocation is the way words combine in a language to produce natural-sounding speech and writing. For example, in English you say strong wind but heavy rain . It would not be normal to say heavy wind or strong rain . And whilst all four of these words would be recognized by a learner at pre-intermediate or even elementary level, it takes a greater degree of competence with the language to combine them correctly in productive use.

Why is collocation important?

Collocation runs through the whole of the English language. No piece of natural spoken or written English is totally free of collocation. For the student, choosing the right collocation will make his or her speech and writing sound much more natural, more native-speaker-like, even when basic intelligibility does not seem to be at issue. A student who talks about strong rain may make himself or herself understood, but it requires more effort on the part of the listener and ultimately creates a barrier to communication. Poor collocation in exams is also likely to lead to lower marks.

But, perhaps even more importantly than this, language that is collocationally rich is also more precise. This is because most single words in the English language – especially the more common words – embrace a whole range of meanings, some quite distinct, and some that shade into each other by degrees. The precise meaning in any context is determined by that context: by the words that surround and combine with the core word – by collocation. A student who chooses the best collocation will express himself or herself much more clearly and be able to convey not just a general meaning, but something more precise. Compare, for example, the following two sentences:

This is a good book and contains a lot of interesting details.

This is a fascinating book and contains a wealth of historical detail.

Both sentences are perfectly ‘correct’ in terms of grammar and vocabulary, but which communicates more? Clearly, the second, which is also more likely to engage the reader with its better style.

Why use a Collocations Dictionary?

A normal dictionary, whether monolingual or bilingual, splits up meaning into individual words; it has a lot of power in dissecting the meaning of a text. Its power is more limited when it comes to constructing texts. Good learners’ dictionaries give as much help as they can with usage, with grammar patterns clearly explained, register labels and example sentences showing words in context. Modern dictionaries are increasingly giving attention to collocation. But they are still hampered by trying to provide a whole range of information about any word besides its collocations. A collocational dictionary doesn’t have to generalize to the same extent: it covers the entire language (or a large part of it!) on a word by word, collocation by collocation basis. It manages this by not attempting to account for every possible utterance, only for what is most typical.

By covering the language systematically from A-Z, a collocations dictionary allows students to build up their own collocational competence on a ‘need-to-know’ basis, starting from the words they already know – or know in part.

Which collocations are included in this dictionary?

The approach taken to this question was pragmatic, rather than theoretical. The questions asked were: is this a typical use of language? Might a student of English want to express this idea? Would they look up this entry to find out how? The aim was to give the full range of collocation – from the fairly weak ( see a movie , an enjoyable experience , extremely complicated ), through the medium-strength ( see a doctor , direct equivalent , highly intelligent ) to the strongest and most restricted ( see reason , burning ambition , blindingly obvious ) – for around 9,000 headwords.

Totally free combinations are excluded and so, for the most part, are idioms. Exceptions to this rule are idioms that are only partly idiomatic. An idiom like not see the wood for the trees has nothing to do with wood or trees, and is therefore excluded; but drive a hard bargain is very much about bargaining, even if the expression as a whole can be considered to be idiomatic.

Typical use of language

The first question (Is this a typical use of language?) required that all the collocations be drawn from reliable data. The main source used was the Oxford English Corpus. A corpus is a collection of texts of written or spoken language stored in electronic form. It provides us with the evidence of how language is used in real situations, which we use as the basis for our dictionary entries. The Oxford English Corpus is a database of almost two billion words of text in English taken from up-to-date sources from around the world, ensuring that we have the most accurate information about word behaviour possible.

By analysing the corpus and using special software, we can see words in context and find out how they combine with other words. Compilers of the dictionary were able to check how frequently any given combination occurred, in how many (and what kind of) sources, and in what particular contexts. The corpus also helped in the preparation of example sentences, most of which were based on the authentic texts included in the corpus, with minor modifications to make them more accessible (but without, of course, altering any collocations).

A productive dictionary

The second question asked (Might a student of English want to express this idea?) led to a focus on current English: language that students not only need to understand but can be expected to reproduce. Consideration was given to the kind of texts that students might wish to write. Primary attention was given to what might be called ‘moderately formal language’ – the language of essay and report writing, and formal letters – treating all subjects – business, science, history, sport, etc. at the level of the educated non-specialist. In addition, the dictionary includes some of the most important collocations from some specialist areas, such as law, medicine, politics, current affairs and sport; collocations from fiction, particularly useful in treating more personal subjects such as feelings and relationships; and informal collocations and those very frequent in spoken language and Internet communication (blogs, emails, etc.). Technical, informal and journalistic uses are labelled as such.

Looking up a collocation in the dictionary

Types of combination.

The dictionary covers the following types of word combination:

Noun entries:

• adjective + noun: bright/harsh/intense/strong light
• quantifier + noun (... of): a beam/ray of light
• verb + noun: cast/emit/give/provide/shed light
• noun + verb: light gleams/glows/shines
• noun + noun: a light source
• preposition + noun: by the light of the moon
• noun + preposition: the light from the window

Verb entries:

• adverb + verb: choose carefully
• verb + verb: be free to choose
• verb + preposition: choose between two things

Adjective entries:

• verb + adjective: make/keep/declare sth safe
• adverb + adjective: perfectly/not entirely/environmentally safe
• adjective + preposition: safe from attack

In addition, short phrases including the headword are included: the speed of light , pick and choose , safe and sound .

Sets of words

Most of the collocations in the dictionary can be called ‘word collocations’, that is, these are the precise words that combine with each other: small fortune cannot be changed to little fortune , even though small and little would seem to be synonymous. There is another area of collocation that might be called ‘category collocation’, where a word can combine with any word from a readily definable set. This set may be quite large, but its members are predictable, because they are all words for nationalities, or measurements of time, for example. At the entry for walk , one of the groups of collocates is given as three-minute , five minutes’ , etc.: the ‘etc.’ is to indicate that any number may be substituted for ‘three’ or ‘five’ in these expressions. At the entry for passport , the collocates given include Canadian , Mexican , Swiss , etc., indicating that any nationality may be used with passport .

With adjectives, often a wide range of modifying adverbs can be used. To indicate that the adjective can be used with a full range of modifiers, the adverbs section gives extremely , fairly , very , etc. The main modifiers which are used in this way are:

Quite is used especially in British English, but is also used in American English, where the meaning is similar to ‘very’. Somewhat is used especially in American English. Rather is used in British English more than in American English. Pretty is mainly used informally in both British and American English.

Another group of modifiers is indicated by a little , slightly , etc.:

A bit is often informal and is used especially in British English.

Defined sets

It also happens that certain sets of words share all or most of their collocations. This is particularly true of very strictly defined sets such as days of the week, months and points of the compass, but it also applies to slightly less rigid, but still limited sets such as currencies, weights and measures, and meals. In order to show how these collocations are shared by a number of headwords, the dictionary includes usage notes, each treating the collocations of a particular set. A full list of the usage notes and where they may be found is given here .

The 9,000 headwords include most of the commonest words in the language that upper-intermediate students will already know, plus some words that they will start to encounter as they move to a more advanced level of English. Some very common words – such as the verbs make and do – do not merit entries of their own. This is because these verbs have no real collocates of their own. They themselves are the collocates of lots of nouns, and appear in the entries for those nouns. There are also Study pages addressing this notorious area of difficulty.

How to use this dictionary

This dictionary is intended for productive use, most typically for help with writing. The collocations in each entry are divided according to part of speech; within each part of speech section they are grouped according to meaning or category. For example, at the entry for pollution , avoid , eliminate and prevent are roughly synonymous, as are combat , control , fight and tackle , and so on. The groups are arranged in an order that tries to be as intuitive as possible: in this case from the ‘strongest’ form of action ( avoid / eliminate / prevent ) to the ‘mildest’ ( monitor ). Many collocate groups have illustrative examples showing one or more of the collocations in context.

Because this is a type of dictionary that may be totally new to many students, it is recommended that users familiarize themselves with how the dictionary works by working through some of the exercises in the Study pages . The first of these aims to show the overall concept of the dictionary by looking at a single entry ( idea ) in some detail. The next few exercises take users systematically through the different sections of the entries for nouns, verbs and adjectives. Two pages of exercises get students thinking about the common verbs make , do , have , give and take ; and the remaining exercises range across the whole dictionary, testing collocations linked to various themes, including politics, jobs and money.

British and American English

The dictionary includes the most frequent and useful British and American collocates for the 9,000 British and American headwords. Where appropriate, headwords, meanings and collocations are labelled to show that they are used only, or especially, in one variety of English or the other. The labels used are:

• North American English
• British English
• especially North American English
• especially British English

The labels especially North American English and especially British English indicate that the headword or collocation is used especially in that variety. It may be used in the other variety, but is significantly less frequent. Other collocations may be more frequently used to express the same idea, or it may have a special meaning in one variety but not in the other.

For example, the headword pavement is labelled British English . All the collocates given at this entry are also therefore to be understood as British English. A cross-reference to sidewalk indicates the American equivalent of the headword.

A word may be labelled as British English or American English, but may include some collocations which are actually found in both varieties. An example is the entry shop , which is labelled especially British English . Gift shop , pet shop and souvenir shop , however, are used in American English as well as British English, so these are labelled British English, North American English .

These labels always refer to the preceding collocate only. The labels all British English , all North American English , etc. and both British English , both North American English , etc. indicate that all or both of the collocations in that group are British English or American English.

Example sentences may also be followed by a British English or North American English label where that particular usage is more restricted than the collocate itself is.

Where a collocate has different spellings in British and American English it is given as a slashed alternative: colour/color .

Some collocations are used far more frequently in British or American English simply because they refer to institutions that are particular to the UK or the US. High schools are found in the US, not normally in the UK; but the term may be used in British English to refer to this type of US school. Collocates like this are labelled in the UK or in the US . Collocates referring to particular sports, etc. that are more popular in one country than another are labelled in cricket , in baseball , etc., but are not given a geographical label.

Other information in this dictionary

The focus of this dictionary is very much on collocation. In order to make the collocational information as comprehensive and accessible as possible, non-collocational information has largely been excluded. Definitions of headwords are given only insofar as they are necessary to distinguish different senses of the same word, when they have different collocations and need to be treated separately. These are not full definitions, but rather ‘sense discriminators’, just detailed enough to allow the senses to be distinguished.

Formal and informal

Register information (whether a word is formal or informal) is given when any pair of words in combination takes on a different register from the two words separately. Examples would be do drugs (informal) – though neither do nor drugs is informal in itself – or hear a lecture (formal) . Collocations are also labelled if they belong to a particular field of language such as law or medicine. For a full list of the usage labels used in our dictionaries, see here . In addition to these labels, more specific usage restrictions such as in football or used in journalism are given in brackets.

Figurative use

The most frequent usage label used in the dictionary is figurative . It is a feature of English that when the meaning of a word is extended and used in a non-literal sense, the collocations of the literal sense are often carried over: that is, both literal and figurative meanings of a word may share collocations. The dictionary indicates where this is so: for example, at way , the collocation lose is given, followed by the examples: She lost her way in the fog and This project seems to have lost its way (figurative) . This shows that lose your way can be used in both a literal and a figurative way. With strong collocations that are slightly idiomatic, a short explanation of the meaning may be given. For example, at bargain , the phrase drive a hard bargain has the gloss (= force somebody to agree to the arrangement that is best for you) .

Special pages

The dictionary also includes ten Special pages on different topics such as business, meetings and sport. These pull together collocations from the different topics and can be used as the basis for topic work in class, or for brainstorming vocabulary for an essay, for example. A full list of Special pages is given here .

It is hoped that this dictionary will be of use not only to students of English of upper-intermediate level and above, but also to teachers (both non-native speaker and native-speaker teachers, looking for ways to present collocations to their students), translators, academics, business people, and all who wish to write fluent and idiomatic English. The whole dictionary has been designed to be accessible, and (we hope) enjoyable to use.

• Search Menu
• Advance articles
• Author Guidelines
• Submission Site
• Open Access
• Why Submit?
• About Applied Linguistics
• Editorial Board
• Advertising and Corporate Services
• Journals Career Network
• Self-Archiving Policy
• Dispatch Dates
• Terms and Conditions
• Journals on Oxford Academic
• Books on Oxford Academic

Article Contents

• Introduction
• Lexical collocations
• Rhetorical moves in narrative stories
• The connection between lexical collocations and rhetorical moves
• The present study

What Should Go With This Word Here: Connecting Lexical Collocations and Rhetorical Moves in Narrative Stories

• Article contents
• Figures & tables
• Supplementary Data

Yishi Jiang, Xiaofei Lu, Fengkai Liu, Jianxin Zhang, Tan Jin, What Should Go With This Word Here: Connecting Lexical Collocations and Rhetorical Moves in Narrative Stories, Applied Linguistics , 2024;, amae001, https://doi.org/10.1093/applin/amae001

• Permissions Icon Permissions

An emerging body of corpus-based genre analysis studies has examined the connection between different types of formulaic language and rhetorical moves in various genres of academic writing. The current study extends this body of research into the understudied genre of narrative stories and the understudied phraseological unit of lexical collocations. Specifically, we compiled a corpus of narrative stories written by expert writers, extracted a list of frequent collocations from the corpus, developed a rhetorical move framework for narrative stories, examined the distribution of rhetorical stages and moves in the corpus, and explored the connection between collocations and rhetorical moves in the corpus. The findings of our research culminated in an online interface for searching the corpus for collocations and exploring their use in sentences realizing different rhetorical stages and moves in context. We discuss the potential pedagogical value of our findings and the resulting online interface for promoting learner awareness of the connection between linguistic features and rhetorical functions in narrative stories in genre-based pedagogy.

Email alerts

Citing articles via, looking for your next opportunity.

• Recommend to your Library

Affiliations

• Online ISSN 1477-450X
• Print ISSN 0142-6001
• Copyright © 2024 Oxford University Press
• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Institutional account management
• Rights and permissions
• Get help with access
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.