English (United Kingdom)

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The article demonstrates how a linguistic analysis of a cultural keyword -lifelong learning- can be carried out in the context of a particular socioeconomic model with which it is associated -human capital- so as to shed light on the dynamics of their relationship. The data of the study consist of a 900,000-word specialized corpus of recent British and EU literature on lifelong learning and a very large standard corpus which is used for reference. Using corpus linguistic methods to study its collocational behavior, key features of the syntax and semantics of learning in the specialized corpus are compared with its behavior in general use, and these features are interpreted and compared with the assumptions of human capital theory. The results of the study suggest that lifelong learning', while a managed and commodified socioeconomic process inseparably entangled with other such processes, is most particularly related to human capital theory by its linguistic participants, especially by its association with individuals. In theoretical terms, the study demonstrates that the recurrent wordings which occur in the environment of learning are extending its meaning as a socioeconomic activity, making it possible to show how 'linguistic categories become social categories' (Stubbs 1996: 194)

Lifelong learning, human capital, and the soundbite