Corpus

MAHSA TAHERIAN

what can a corpus tell us about language teaching

Corpus Linguistics

5. Bridging corpus linguistics and language teaching

4. Tasks for language learning

3. Corpus evidence as teaching materials

2. Corpus-deriven form and function

1. Corpora and language learning

Steps:

corpus analytic tools & corpus evidence have been used for teaching and learning for the last two decades.

grammar

translation

computational linguistics

forensic linguistics

gender studies

stylistics

Lexicography

Corpus areas :

1. Implicit
2. Explicit

Pedogogical perspective in (ELT) :

1.Material design2.syllabus design 3.language testing 4.classroom methodology

use corpus-data inside and outside the classroom to :

• 1.problematize language
• 2.explore texts
• 3.authenticate discourse independently & collectively.
• 4. adding to the reality of the corpus with the reality of their own experience of it.

1. 24 adverbs of degree in 100 million words BNC. (importance of collocations)
2. (very), (really), (terribly) before the adjective (useful) & (interesting) are synonyms or interchangeable.
3. some other adjectives do not collocate easily : (completely easier), (fully classical) , (badly dead), & (heavily unique).

Kennedy(2003)

1. examination of the word( SARS)
2. severe acute respiratory syndrome ,which collocated with (epidemic), & ( outbreak).
3. its semantic preference : ( turmoil) ,(damage) ,(disease) ,(crisis) ,(infected area), (patient), (epidemic) ,(outbreak) &(morbidity).

Cheng(2006)

solid foundation for description of language use.(common patterns)

Corpus evidence as teaching materials : 1. direct & 2. indirect

realistic, rish, illustrative, & up-to-date data for creating interesting teaching materials

use of large & small corpora by learners.

methods and materials for language teaching & learning.

syllabus & test design

feedback & evaluation refrences + content of refrence works and grammar.

Biber & Reppen (2002) In actual use of language, Frequency should play a key role in develpment of materials and teachers' choices.

teachers must consider :1. quantitive analysis ( frequency of occurrence) 2.qualitative analysis of the structure in the corpus.

Sinclair

1.initiate 2.interpret 3.consolidate4.report 5.recycle 6.result 7.repeat

Bowker and pearson

specialized corpora are useful for teaching and learning. for example: 1.identifying specialized terms. 2.detecting collocations.

textbooks account of language use :

problems : lack of empirical basis and inconsistencies.

from syllabi to textbook can be informed entirely by corpus data. Teachers need to inform corpus linguistics and use corpus for their professional training & development.

exercises based on corpus data to rasie awareness of the target language. 1. comparison 2. lexical enrichment 3. collocations 4. concordance tasks 5. completion exercises. 6. proof reading 7. revision activities.

1.exploration learning.2.discovery learning. 3.data-deriven learning (DDL)

tasks for language learning

Bridging corpus linguistics and language teaching :

there is still a serious disconnect between 1. abundant corpus evidence and 2.the standard traditional language descriptions in most language textbooks used around the world.

Thanks for your attention