
How to Use Corpora in Language Teaching
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Content
- How to Use Corpora in Language Teaching
- Editorial page
- Title page
- LCC page
- Table of contents
- List of contributors
- Introduction
- Background to this book
- Design and content
- Acknowledgement
- Notes
- References
- The corpus and the teacher
- In the classroom
- Corpora in the classroom
- 1. Introduction
- 2. Bringing corpora to the classroom
- 2.1. Data-driven Learning (DDL) or ``The learner as researcher''
- 2.2. Language learning as (schema-based) restructuring
- 2.3. Learner and translation corpora for language learners and translation students
- 2.4. Learning LSP with corpora
- 3. Discovery Learning (DL) or ``The learner as traveller''
- 4. The past, and the future
- 5. Conclusion
- Notes
- References
- Appendix
- In preparation
- What teachers have always wanted to know - and how corpora can help
- Corpora and linguistic description
- Corpus-based studies and ESL / EFL teaching
- Corpus analysis and teachers' language awareness
- TeleNex
- Teachers' questions and corpus evidence
- Synonymous lexical items
- Grammar rules and conflicting evidence
- Rationalization of collocations
- Implications for language teacher education
- Notes
- References
- Resources - Corpora
- Corpus variety
- Corpus linguistics, language variation, and language teaching
- The linking adverbial though
- Comparing many language features simultaneously
- Conclusion
- Acknowledgements
- Note
- References
- Appendix
- Spoken - general
- Spoken corpus for an ordinary learner
- 1. Introduction
- 2. Authenticity
- 3. Communicative utility
- 4. Formulaic expressions
- 5. Taking the corpus to the classroom
- 6. Hands-on
- 7. Conclusion
- References
- Spoken - an example
- The use of concordancing in the teaching of Portuguese
- Introduction
- Linguistic resources
- Resources for corpus-based teaching
- Lexis and text type
- Conclusion
- References
- Learner corpora
- Learner corpora and their potential for language teaching
- 1. Introduction
- 2. Learner corpora
- 2.1. Learner corpora - the state of the art
- 2.2. Potential and limitations of learner corpora
- 2.3. Ways forward
- 3. Learner corpora and language teaching
- 3.1. Learner corpus studies
- 3.2. Learner corpora and pedagogic material
- 3.3. Learner corpora and data-driven learning
- 4. Conclusion
- Notes
- References
- Appendix
- Current learner corpora and learner corpus projects
- Research
- Composition
- The use of adverbial connectors in Hungarian university students' argumentative essays
- 1. Introduction
- 2. A brief overview of issues concerning the teaching of connectors
- 2.1. The significance of connectors
- 2.2. Why are connectors difficult?
- 3. Research questions
- 4. Methods
- 4.1. The participants and the corpus
- 4.2. Terminology and analytical decisions
- 5. Results and discussion
- 5.1. Adverbial connectors in the Hungarian Corpus
- 5.2. The distribution of adverbial connectors in the Hungarian Corpus
- 5.3. The most common types of semantic relationships in the Hungarian Corpus
- 5.4. The span of the relations marked by adverbial connectors
- 5.5. The position of adverbial connectors in the texts produced by Hungarian writers
- 5.6. Register awareness in the use of adverbial connectors in the Hungarian Corpus
- 6. Conclusion
- 7. Implications for teaching
- 7.1. A concordance-based classroom activity on adverbial connectors
- Notes
- References
- Textbooks
- A corpus-driven approach to modal auxiliaries and their didactics
- 1. Introduction
- 2. Modals in spoken British English (BNC analysis)
- 2.1. Frequency analysis
- 2.2. Different meanings analysis
- 2.3. Co-occurrence analysis
- 3. Modals in EFL teaching (textbook analysis)
- 3.1. Frequency analysis
- 3.2. Different meanings analysis
- 3.3. Co-occurrence analysis
- 4. Comparison: The use of modals in ``real'' English and in ``school'' English
- 5. Suggestions for the improvement of teaching materials
- 6. Conclusion
- Notes
- References
- Resources - Computing
- Basic processing
- Software for corpus access and analysis
- 1. Starting with the text
- 2. Creating a wordlist
- 3. Adding context
- 3.1. Collocates and collocations
- 4. Wider context
- 5. Lexical frameworks
- 6. More on context
- 6.1. Annotation as context
- 7. Conclusion
- References
- Programming
- Simple Perl programming for corpus work
- 1. Introduction
- 2. When to use Perl
- 3. Step 1: Finding the interpreter and changing access rights
- 4. The Toolbox
- 4.1. Tool no 1: The tokeniser
- 4.2. Tool no 2: The word splitter
- 4.3. Tool no 3: The frequency counter
- 4.4. Tool no 4: A plain concordancer
- 5. Conclusion
- Note
- References
- Network
- Learner oral corpora and network-based language teaching
- Introduction
- 1. The scope of Network-Based Language Teaching (NBLT)
- 2. The scope of Learner Oral Corpora (LOC)
- 3. Strategic foundations of LOC in networked environments
- 4. The digital bridge
- Notes
- References
- Prospects
- New evidence, new priorities, new attitudes
- Introduction
- 1. Four features of language and language description
- 2. Are they inherent in the language or do they arise in the description?
- 3. New hypotheses
- 4. Implications for teaching and learning
- Conclusion
- Notes
- References
- Notes on contributors
- Index
- The series STUDIES IN CORPUS LINGUISTICS
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