Beyond Concordance Lines

In over 30 years of data-driven learning (DDL) research, there has been a growing sophistication in the ways we collect, analyse, and put corpus data to use. This volume takes a three-fold perspective on DDL. It first looks at DDL and its role in informing language learning theory and how it might shed light on the language development process; secondly it addresses how DDL can help us characterise learner language and inform teaching accordingly, and thirdly it showcases practical applications for the use of DDL in classrooms. The contributors to this volume examine a variety of instructional settings and languages across the world. They reflect on theoretical, methodological and classroom implications using both novel and established language learning theories, natural language processing (NLP), longitudinal research designs, and a variety of language learning targets. The present volume is an invitation from some of the leading researchers in DDL to reflect on the research avenues that will define the field in the coming years.

This book explores corpus linguistics in language learning and research.

Corpus Linguistics for Education provides a practical and comprehensive introduction to the use of corpus research-methods in the field of education. Taking a hands-on approach to showcase the applications of corpora in the exploration of educationally relevant topics, this book: • covers 18 key skills including corpus building, the role of frequency, different corpus methods, transcription and annotation; • demonstrates the use of available corpora and desktop and online corpus analysis tools to conduct original analyses; • features case studies and step-by-step guides within each chapter; • emphasises the use of interview data in research projects. Corpus Linguistics for Education is an essential guide for students and researchers studying or conducting their own corpus-based research in education.

This volume explores the cultural significance of Brexit, situating it in debates about nation and identity. Contributors to this collection seek to contextualize Britain's decision to leave the EU and to assess its reverberations in language, literature, and culture. Addressing such aspects as British exceptionalism, myth-making, medievalism, and nostalgia, contributions range from travelogues, Ladybird books, and rural cinema-going to ageing. An important focus lies on marginalized groups and geographical fringes, as contributors attend to the Irish situation and the scarcity of EU migrants in Brexit literature (BrexLit). Finally, two essays widen the perspective to assess American parallels to the discourses about a Brexit that is still far from "done."

This collection presents a holistic picture of the sociolinguistic landscape in Bangladesh, offering a critical understanding of language ideologies and social inequalities in the country, as they connect more widely to dynamics in the Global South. The book seeks to untangle the voices embedded in the language practices of a range of communities and professions in the region, which have been little studied in the literature, and encourage a rethinking of the relationships between language and nationality, class, ethnicity, race, and gender. Highlighting perspectives from established and emerging researchers and drawing on a wide range of theoretical approaches and methodologies, the volume is organized around such key themes as bilingualism and diglossia; language variation across domains; language and identity in literature; and the interconnectedness of language, identity, and globalization. Taken together, the collection calls attention to the socially and spatially situated nature of language practices in Bangladesh and in turn, the ways in which scholars in the Global South make sense of the sociolinguistic landscape at both the local and global levels. This book will appeal to scholars working in sociolinguistics, particularly those working on language policy, language and identity, language variation, and in or about the Global South.

The breadth and spread of corpus-assisted discourse studies (CADS) indicate its usefulness for exploring language use within a social context. However, its theoretical foundations, limitations, and its epistemological implications must be considered so that we can adjust our research designs accordingly. This Element focuses on important meta-level questions around epistemology, while also offering a compact guide to which corpus linguistic tools are available and how they can contribute to finding out more about discourse. This Element will appeal to researchers both new and experienced, both within the CADS community and beyond.

In the last two decades, the field of language and literature teaching has experienced considerable growth as a result of the wide array of new methodological avenues that have arisen from different angles. This paradigm shift has paved the way for the integration of newly conceived didactic resources such as the mediation of social networks for learning language or the interdisciplinarity of culturally mediated language education. It is crucial to understand this shift in order to ensure students receive the best education possible. New Approaches to the Investigation of Language Teaching and Literature presents an overview of the ongoing methodological tools, practices, research designs, and strategies used in language and literature teaching and provides education researchers and practitioners with empirically sustained evidence of teaching strategies that may be implemented in language education. Covering key topics such as language skills, adult learners, digital literacy, and learning aids, this reference work is ideal for researchers, scholars, academicians, practitioners, educators, and students.

This book revisits discourse analytic practice, analyzing the idea that the field has access to, provides, or even constitutes a ‘toolbox’ of methods. The precise characteristics of this toolbox have remained largely un-theorized, and the author discusses the different sets of tools and their combinations, particularly those that cut across traditional divides, such as those between disciplines or between quantitative and qualitative methods. The author emphasizes the potential value of integrating methods in terms of triangulation and its specific benefits, arguing that current trends in Open Science require Discourse Studies to re-examine its methodological scope and choices, and move beyond token acknowledgements of ‘eclecticism’. In-depth case studies supplement the methodological discussion and demonstrate the challenges and benefits of triangulation. This book will be a valuable resource for students and scholars in Discourse Studies, particularly those with an interest in combining methods and working across disciplines.

This book fills a gap in studies of meaning by providing detailed case studies of attested corpus data on the meanings of words and phrases.

This book provides an up-to-date snapshot of recent research and developments in the use of corpora for language learning and teaching. It is divided into three parts. Part I focusses on innovative uses of corpora by language teachers and learners. These cover the world's first corpus-based TV program for the teaching of English conversation, as well as corpus-based approaches to the teaching of EAP, cultural studies and translation. Part II focuses on new corpus-based tools for LSP learning. Part III illustrates research findings from corpora consisting of language learner data and discusses their implications for language teaching and learning. It will appeal to scholars in both language teaching and learning and corpus and computational linguistics.