Corpora and Language Learners
Published on 30. November 2004
Book
Hardback
312 pages
978-1-58811-574-4 (ISBN)
Description
Corpus-aided language pedagogy is one of the central application areas of corpus methodologies, and a test bed for theories of language and learning. This volume provides an overview of current trends, offering methodological and theoretical position statements along with results from empirical studies. The relationship between corpora and learning is examined from complementary perspectives - the study of learner language, the didactic use of corpus findings, and the interaction between corpora and their users. Reflections on current theory and technology open and close the volume.With its focus on the learner and the learning setting, Corpora and Language Learners is addressed to corpus linguists with an interest in learner language, applied linguists wishing to expand their understanding of corpora and their pedagogic potential, and language teachers wishing to critically assess the relevance of work in this field.
This volume grew out of selected presentations at the 5th Teaching and Language Corpora conference in Bertinoro, Italy.
This volume grew out of selected presentations at the 5th Teaching and Language Corpora conference in Bertinoro, Italy.
More details
Series
Language
English
Place of publication
Amsterdam
Netherlands
Target group
Professional and scholarly
Dimensions
Height: 245 mm
Width: 164 mm
Weight
725 gr
ISBN-13
978-1-58811-574-4 (9781588115744)
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Schweitzer Classification
Persons
Content
1. Introduction (by Stewart, Dominic); 2. A theory for TaLC?; 3. The textual priming of Lexis (by Hoey, Michael); 4. Corpora by learners?; 5. Multiple comparisons of IL, L1 and TL corpora: The case of L2 acquisition of verb subcategorization patterns by Japanese learners of English (by Tono, Yukio); 6. New wine in old skins? A corpus investigation of L1 syntactic transfer in learner language (by Borin, Lars); 7. Demonstratives as anaphora markers in advanced leaners' English (by Lenko-Szymanska, Agnieszka); 8. How learner corpus analysis can contribute to language teaching: A study of support verb constructions (by Nesselhauf, Nadja); 9. The problem-solution pattern in apprentice vs. professional technical writing: an application of appraisal theory (by Flowerdew, Lynne); 10. Using a corpus of children's writing to test a solution to the sample size problem affecting type-token ratios (by Chipere, N.); 11. Corpora for learners?; 12. Comparing real and ideal language learner input: The use of an EFL textbook corpus in corpus linguistics and language teaching (by Romer, Ute); 13. Can the L in TALC stand for Literature? (by Kettemann, Bernhard); 14. Speech corpora in the classroom (by Mauranen, Anna); 15. Lost in parallel concordances (by Frankenberg-Garcia, Ana); 16. Corpora with learners?; 17. Examining native speakers' and learners' investigation of the same concordance data and its implications for classroom concordancing with ELF learners (by Sripicharn, Passapong); 18. Some Lessons Students Learn: Self-discovery and Corpora (by Perez-Paredes, Pascual); 19. Student use of large, annotated corpora to analyze syntactic variation (by Davies, Mark); 20. A future for TaLC?; 21. Facilitating the compilation and dissemination of ad-hoc web corpora (by Fletcher, William H.); 22. Index; 23. Bionotes