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.
Table of contents
Dominic Stewart, Silvia Bernardini and Guy Aston 1–18
A theory for TaLC?
The textual priming of Lexis
Michael Hoey 21–41
Corpora by learners?
Multiple comparisons of IL, L1 and TL corpora: The case of L2 acquisition of verb subcategorization patterns by Japanese learners of English
Yukio Tono 45–66
New wine in old skins? A corpus investigation of L1 syntactic transfer in learner language
Lars Borin 67–87
Demonstratives as anaphora markers in advanced leaners' English
Agnieszka Lenko 89–107
How learner corpus analysis can contribute to language teaching: A study of support verb constructions
Nadja Nesselhauf 109–124
The problem-solution pattern in apprentice vs. professional technical writing: an application of appraisal theory
Lynne Flowerdew 125–135
Using a corpus of children's writing to test a solution to the sample size problem affecting type-token ratios
N. Chipere, D. Malvern and Brian Richards 139–147
Corpora for learners?
Comparing real and ideal language learner input: The use of an EFL textbook corpus in corpus linguistics and language teaching
Ute Römer 151–168
Can the L in TALC stand for Literature?
Bernhard Kettemann and Georg Marko 169–193
Speech corpora in the classroom
Anna Mauranen 195–211
Lost in parallel concordances
Ana Frankenberg-Garcia 213–229
Corpora with learners?
Examining native speakers' and learners' investigation of the same concordance data and its implications for classroom concordancing with ELF learners
Passapong Sripicharn 233–245
Some Lessons Students Learn: Self-discovery and Corpora
Pascual Pérez-Paredes and Pascual Cantos-Gomez 247–257
Student use of large, annotated corpora to analyze syntactic variation
Mark Davies 259–269
A future for TaLC?
Facilitating the compilation and dissemination of ad-hoc web corpora
William H. Fletcher 273–300