Corpus Linguistics In Language Teaching

"Corpus Linguistics in Language Teaching" are derived from the International Seminar, New Trends in Corpus Linguistics for Language Teaching and Translation Studies: In Honour of John Sinclair, organised jointly by the research projects ADELEX (HUM2007-61766, University of Granada) and ECPC (HUM2005-03756, University Jaume I, Castellon), in Granada on 22--24 September 2008."

Corpus Linguistics for English Teachers: New Tools, Online Resources, and Classroom Activities describes Corpus Linguistics (CL) and its many relevant, creative, and engaging applications to language teaching and learning for teachers and practitioners in TESOL and ESL/EFL, and graduate students in applied linguistics. English language teachers, both novice and experienced, can benefit from the list of new tools, sample lessons, and resources as well as the introduction of topics and themes that connect CL constructs to established theories in language teaching and second language acquisition. Key topics discussed include: • CL and the teaching of English vocabulary, grammar, and spoken-written academic discourse; • new tools, online resources, and classroom activities; and • focus on the "English teacher as a corpus-based researcher." With ready-to-use teaching vignettes, tips and step-by-step guides, case studies with practitioner interviews, and discussion of corpora and corpus tools, Corpus Linguistics for English Teachers is a thoughtfully designed and skillfully executed resource, bridging theory with practice for anyone looking to understand and apply corpus-based tools dynamically in the language learning classroom.

A compilation of research exploring different ways to apply corpus-based and corpus-informed approaches to English language teaching.

After decades of being overlooked, corpus evidence is becoming an important component of the teaching and learning of languages. Above all, the profession needs guidance in the practicalities of using corpora, interpreting the results and applying them to the problems and opportunities of the classroom. This book is intensely practical, written mainly by a new generation of language teachers who are acknowledged experts in central aspects of the discipline. It offers advice on what to do in the classroom, how to cope with teachers' queries about language, what corpora to use including learner corpora and spoken corpora and how to handle the variability of language; it reports on some current research and explains how the access software is constructed, including an opportunity for the practitioner to write small but useful programs; and it takes a look into the future of corpora in language teaching.

The goal of this book is to make the ideas of corpus linguistics accessible to teachers and, most important, provide ideas, instruction, and opportunities for teachers to use the applications of corpus linguistics in their classrooms. Using Corpora in the Language Learning Classroom is intended for graduate students who are studying applied linguistics or TESOL, for teacher-trainers working with language instructors, and for practicing language teachers who want to better understand corpus linguistics and how to incorporate it into their classroom. The book has three sections: (1) a general introduction to corpus linguistics, which contains a brief look at the theory and principles of corpus linguistics; (2) a section that reviews corpus-influenced materials and commonly used corpora; and (3) a set of corpus-designed activities that rely on several tools (MICASE, COCA, TextSTAT, for example) to teach a variety of language skills. This book does not intend to provide a complete theoretical foundation for corpus linguistics, but it does aim to provide its readers with the basic theoretical underpinnings and tools needed to work with corpora in the classroom in such a way that they are able to more effectively and efficiently help students to acquire a second language.

While native corpora and corpus linguistic tools and methods have been used and applied for quite some time in the development of learning and teaching materials, learner corpora are only just beginning to impact the field of language teaching, testing and assessment. This volume helps to close this still existing gap and highlights the great potential of learner corpus research for language pedagogy by presenting a selection of 11 original studies on learner corpora, conducted by established experts as well as by excellent young researchers. The papers included in the volume present new corpora and methods; studies on written as well as spoken learner corpora and on using data-driven learning scenarios in the classroom. All papers include sections on practical and concrete language-pedagogical applications. This volume will be of significant interest to researchers working in corpus linguistics, learner corpus research, second language acquisition and English for Academic and Specific Purposes, as well to language teachers and materials developers.

Articles in this volume discuss the role and effectiveness of corpora and corpus-linguistic techniques for language teaching but also deal with broader issues such as the relationship between corpora and second language teaching and how the different perspectives of foreign language teachers and applied linguists can be reconciled.

The Routledge Handbook of Corpora and English Language Teaching and Learning provides a wide-ranging and authoritative overview of the latest developments and innovations in how corpus approaches, corpus technologies, and corpus data can inform and transform English language teaching and learning. Featuring a broad range of international experts, the Handbook presents state-of-the-art scholarship and inspires new avenues for research focusing on six key areas: English language teaching and learning informed by language corpora; corpora in syllabus and materials design; corpora and English for specific and academic purposes; learner corpora for English language teaching; data-driven learning; and corpora and corpus tools for language teaching. Unique to this pioneering volume, the authors cover key areas at the cross-roads of corpus research and English language teaching by drawing on cutting-edge corpus applications, methods, and pedagogical approaches, hence, bridging the research–practice gap in the field. This Handbook is a collection of novel contributions offering essential reading for those researching and studying English language teaching and learning through the application of corpus approaches.

This book summarises and makes accessible recent work in corpus research, focusing on spoken data and on the place of lexis in grammar and discourse.

This volume provides an overview of four currently booming areas in the discipline of corpus linguistics. The first section is concerned with studies of the history and development of morphological and syntactic phenomena in English, Spanish, and Mandarin Chinese. The second section contains case studies investigating the functions and contexts of use of different morphological and syntactic forms in English, Spanish, Russian, and Mandarin Chinese. The third section contains studies in the field of genre and register from settings as diverse as health, call center, academic, and legal discourse. The final section features papers refining existing, and exploring new, corpus-linguistic methods: dispersions, text mining, corpus similarity, as well as the development of extraction patterns and the evaluation of tagging methods.