Corpus-Based Approaches To English Language Teaching
By: Campoy, Mari Carmen (Edited by), Belles-Fortuno, Begona (Edited by), Gea-Valor, Maria Lluisa (Edited by).
Continuum International Publishing Group Ltd.. Published: 31/12/2010. Audience Guide: Postgraduate, Research & Scholarly.
Hardback. Sourced from U.S.A.
This is a compilation of research exploring different ways to apply corpus-based and corpus-informed approaches to English language teaching in a number of contexts. "Corpus-Based Approaches to ELT" presents a compilation of research exploring different ways to apply corpus-based and corpus-informed approaches to English language teaching. The book shows how corpora may be used directly in the classroom and how corpus research may be applied to inform syllabi and classroom materials. Different corpora are employed to illustrate how native speakers and learners use language. Starting with an overview of research in the field of corpus linguistics and language teaching, various scenarios including academic and professional settings, as well as English as International Language, are described. "Corpus-Based Approaches to ELT" goes on to put forward several chapters focusing on error analysis using learner corpora and comparable native speaker corpora. Some of these chapters use translations and their original sources, while others compare the production of learners from different L1 in multilingual learner corpora.
Also presented are new tools for corpus processing: a query program for parallel corpora, and the provision of tools to implement pedagogical annotation. The last section discuss the challenges and opportunities that multilayered and multimodal corpora may pose to corpus linguistic investigation. This book will be indispensible to those teaching in higher education and wishing to develop corpus-based approaches, as well as researchers in the field of English Language Teaching. Editorial Board: Paul Baker (Lancaster), Frantisek Cermak (Prague), Susan Conrad (Portland), Geoffrey Leech (Lancaster), Dominique Maingueneau (Paris XII), Christian Mair (Freiburg), Alan Partington (Bologna), Elena Tognini-Bonelli (Siena and TWC), Ruth Wodak (Lancaster), Feng Zhiwei (Beijing) Consisting of both spoken and written language, discourse always has historical, social, functional, and regional dimensions. Discourse can be monolingual or multilingual, interconnected by translations. Discourse is where language and social studies meet. "The Corpus and Discourse" series consists of two strands.
The first, Research in Corpus and Discourse, features innovative contributions to various aspects of corpus linguistics and a wide range of applications, from language technology via the teaching of a second language to a history of mentalities. The second strand, Studies in Corpus and Discourse, is comprised of key texts bridging the gap between social studies and linguistics. Although equally academically rigorous, this strand will be aimed at a wider audience of academics and postgraduate students working in both disciplines. Item Details
ISBN10/13: 1847065376/9781847065377
TITLE: Corpus-based Approaches to English Language Teaching
CONTRIBUTORS: Campoy, Mari Carmen (Edited by), Belles-Fortuno, Begona (Edited by), Gea-Valor, Maria Lluisa (Edited by)
IMPRINT: Continuum International Publishing Group Ltd.
PUBLISHER: Continuum International Publishing Group Ltd.
FORMAT: Hardback
PUBLICATION DATE: 31/12/2010
SUBJECT: Education / Reference, Education / Reference, English Language Teaching / English As Second Language (Elt/Esl), Language Teaching/Learning (Non-Elt/Esl)
DIMENSIONS (Width x Height): 156mm x 234mm
PAGES: 256
AUDIENCE GUIDE: Postgraduate, Research & Scholarly
CONTENTS: Preface; Introduction; 1. Using general and specialised corpora in language teaching: Past, present and future, Ute Romer (University of Michigan, USA); 2. Using corpora to teach academic writing, Annelie Adel (Goteborg University, Sweden); 3. "I sort of feel like, um, I want to, agree with that for the most part...": Reporting Intuitions and Ideas in Spoken Academic Discourse, Begona Belles-Fortuno (Universitat Jaume I, Spain) and Mari Carmen Campoy (Universitat Jaume I, Spain); 4. Hong Kong engineering corpus: empowering professionals-in-training to learn the language of their profession, Winnie Cheng (Hong Kong Polytechnic University, Hong Kong); 5. A corpus-informed approach to teaching lecture comprehension skills in English for Business Studies, Belinda Crawford Camiciottoli (University of Florence, Italy); 6. Creating a corpus of EIL cross-cultural interaction in the public domain, Maria Georgieva (Sofia University, Bulgaria) and Lilyana Grozdanova (Sofia University, Bulgaria); 7. Spoken learner corpora and EFL teaching, Sylvie De Cock (Universite Catholique de Louvain, France); 8. Designing and exploiting a small online English-Spanish parallel corpus for language teaching purposes, Julia Lavid (Universidad Complutense de Madrid, Spain), Jorge Arus (Universidad Complutense de Madrid, Spain) and Juan Rafael Zamorano (Juan Rafael Zamorano); 9. English phrasal verbs: A usage-based approach to L2 acquistion, Rafael Alejo (Universidad de Extremadura, Spain); 10. FL students' input in EAP courses in higher education: Corpus methodology for implementing language representativeness, Izaskun Elorza (Universidad de Salamanca, Spain) and Blanca Garcia-Riaza (Universidad de Salamanca, Spain); 11. Analysing EFL learner output in the MiLC project: An error it's*, but which tag?, Ma Angeles Andreu Andres, Aurora Astor Guardiola, Maria Boquera Matarredona, Penny Macdonald, Begona Montero Fleta and Carmen Perez Sabater (Universitat Jaume I, Spain); 12. Focus on errors: Learner corpora as pedagogical tools, Amaya Mendikoetxea, Susana Murcia and Paul Rollinson (Universidad Autonoma de Madrid); 13. Incorporating learner corpora data in grammar teaching, Tom Rankin (Vienna University of Economics and Business Administration, Austria); 14. The monolingual learners' dictionary as a productive tool: The contribution of learner corpora, Magali Paquot and Sylvie De Cock (Universite Catholique de Louvain, France); 15. Analysis of organising and rhetorical lexical items in a learner corpus of technical writing, Maria Jose Luzon Marco (University of Zaragoza, Spain); 16. A Generic Tool For Annotating TEI-Compliant Corpora, Jose Maria Alcaraz, Pascual Perez-Paredes, Andres Mercader and Encarnacion Tornero (Universitat Jaume I, Spain); 17. Translation and language learning: AlfraCOVALT as a tool for teaching pragmatics in an EFL context, Josep Roderic Guzman (Universitat Jaume I, Spain) and Eva Alcon (Universitat Jaume I, Spain); 18. The videocorpus as a multimodal tool for teaching, Inmaculada Fortanet-Gomez (Universitat Jaume I, Spain) and Mercedes Querol-Julian (Universitat Jaume I, Spain); 19. Analyzing web pages of corporations: An exercise in identifying the mechanics of branding and organizational memory, Mutiara Mohamad (Fairleigh Dickinson University, USA). Bibliography; Index.
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