Demystifying Corpus Linguistics for English Language Teaching

Contents
Notes on Contributors
List of Figures
List of Tables
1: Demystifying Corpus Linguistics for English Language Teaching
	1.1	 Introduction
	1.2	 Corpus Linguistics
	1.3	 Corpus Tools and Software
	1.4	 Concordancing
	1.5	 Word Frequency Listing
	1.6	 Words and Key Word Analysis
	1.7	 Corpus Annotation and Query Language
	1.8	 Corpus Linguistics and English Language Teaching
	1.9	 Chapter Outline
	References
2: Learning to Teach English as a Foreign Language with Corpus Linguistic Approaches: A Survey of Teacher Training Students’ Attitudes
	2.1	 Introduction
	2.2	 Using Corpus Linguistics in the Language Classroom
	2.3	 Data and Method
	2.4	 Results
		2.4.1	 What Are the Advantages of Using Corpora in the Classroom?
		2.4.2	 What Are the Disadvantages of Using Corpora in the Classroom?
		2.4.3	 Trainee Teachers’ Quantification of Advantages and Disadvantages of Corpus Use
		2.4.4	 Individual Differences in the Assessments
	2.5	 Discussion
	2.6	 Conclusion
	References
3: A Flexible Framework for Integrating Data-Driven Learning
	3.1	 Introduction
	3.2	 The Case for DDL
		3.2.1	 The Theoretical Rationale for DDL
		3.2.2	 Reservations about DDL
		3.2.3	 The Empirical Case for DDL
	3.3	 A Way Forward for DDL
		3.3.1	 Zone of Proximal Development
		3.3.2	 Motivation
	3.4	 A Flexible Framework for DDL in Practice
		3.4.1	 Summary of Key Features of the Framework
		3.4.2	 Example DDL Journey in Practice
			Stage 1: Core Principles and Techniques
			Stage 2: Reference Corpora
				Follow-Up
			Stage 3: Learner Corpora
				Follow-Up
	3.5	 Towards Systematic Opportunism in DDL
	3.6	 Conclusion
	References
4: Speaking and Listening: Two Sides of the Same Coin
	4.1	 Introduction
	4.2	 Small Words, Big Meanings: Listener Responses in Conversation
	4.3	 Listeners in the Literature
	4.4	 Corpus Evidence
		4.4.1	 Forms of Listenership: Freestanding Response Tokens
		4.4.2	 Response Tokens as Turn-Openers
		4.4.3	 Joint Construction and Confluence
	4.5	 The Pedagogy of Good Listenership
		4.5.1	 How Many Skills?
		4.5.2	 Listenership in the Syllabus
		4.5.3	 Methodological Issues
		4.5.4	 Listenership Activities
	4.6	 Conclusion
	References
5: Corpus Linguistics and Writing Instruction
	5.1	 Introduction
	5.2	 Exploring Written Registers
		5.2.1	 Comparative Corpus Studies
		5.2.2	 Writing Development
		5.2.3	 EAP-ESP Research and Technical Writing
		5.2.4	 Resources for Corpus-Based Materials in Writing Classrooms
	5.3	 Directly Engaging Learners in Corpus Use
	5.4	 Conclusion and Future Directions
	References
6: Corpus Affordances in Foreign Language Reading Comprehension
	6.1	 Introduction
	6.2	 Reading Skills and Corpora
	6.3	 Methodology
		6.3.1	 Participants
		6.3.2	 Corpus and Non-corpus Resources Used
		6.3.3	 Implementation of the Study
	6.4	 Results
	6.5	 Conclusions
	Appendix
	References
7: Corpus Linguistics and Grammar Teaching
	7.1	 Introduction
	7.2	 What Do We Mean by Grammar?
	7.3	 What Can a Corpus Tell Us About Grammar?
		7.3.1	 Frequency
		7.3.2	 Function
	7.4	 Teaching Applications
		7.4.1	 Materials Development
		7.4.2	 Methodology
			7.4.2.1 Helping with Questions
			7.4.2.2 Text-based Approach
			7.4.2.3 Data-Driven Learning
	7.5	 Conclusion
	References
8: Corpus Linguistics and Vocabulary Teaching
	8.1	 Introduction
	8.2	 Words
		8.2.1	 Word Frequency
		8.2.2	 Uses of Wordlists
		8.2.3	 Word Frequency in the Classroom
		8.2.4	 Problems with Looking at Words in Isolation
		8.2.5	 Concordancing
		8.2.6	 Concordancing in the Classroom: Practical Examples
	8.3	 Multi-word Units
		8.3.1	 From the Idiom Principle to the Lexical Approach
		8.3.2	 Lists of Frequent Multi-word Items
		8.3.3	 Using Corpus Tools for Teaching Chunks
		8.3.4	 Oral Corpora
		8.3.5	 Collocations
	8.4	 Conclusion
	References
9: Culture in English Language Teaching: Let the Language Do the Talking
	9.1	 Introduction
	9.2	 Culture
		9.2.1	 Culture and Language Teaching
		9.2.2	 Sociopragmatic Consciousness Raising
	9.3	 Tracing Culture in ELT Using Corpus Linguistics
		9.3.1	 Using Compleat Lexical Tutor (Version 8.3) to Investigate the Use of Sorry
		9.3.2	 Concordancing in Compleat Lexical Tutor (Version 8.3): Basic Steps
		9.3.3	 Patterns and the Connection with Culture
	9.4	 Pedagogical Application and Data-Driven Learning
		9.4.1	 A ‘soft’ Data-Driven Approach
		9.4.2	 A ‘hard’ Data-Driven Approach
	9.5	 Conclusion
	References
10: World Englishes and the Second Language Classroom: Why Introducing Varieties of English Is Important and How Corpora Can Help
	10.1	 Introduction
	10.2	 An introduction to World Englishes and Corpus Linguistics
		10.2.1	 World English: What Needs to Be Understood
		10.2.2	 Studying World Englishes Through Corpora
	10.3	 World Englishes in the Classroom: Scholarly Reception vs. Current Realities
		10.3.1	 The Theory-Practice Divide
		10.3.2	 Student and Teachers’ Attitudes and Perceptions
		10.3.3	 Current Realities in the German Classroom
	10.4	 Teaching World Englishes Through Corpora: Some Practical Considerations
		10.4.1	 Reconsidering the Traditional Native Speaker Ideal
		10.4.2	 Teaching Linguistic Variation Via Spoken and Written Material from Corpora
		10.4.3	 Increasing Intercultural Awareness and Understanding Via Corpora
	10.5	 Conclusion
	References
11: Annotating VOICE for Pedagogic Purposes: The Case for a Mark-up Scheme of Pragmatic Functions in ELF Interactions
	11.1	 Introduction
	11.2	 ELF Corpora and ELT
	11.3	 Normative Approaches in Corpus Annotation
	11.4	 Towards Pedagogically Oriented Annotation in an ELF Corpus
	11.5	 Conclusion
	Appendix
		NICT JLE tags in Extract 1 (from NICT 2012b)
		LINDSEI tags in Extract 2 (from Dagneaux et al. 2005)
	References
12: Detecting and Analysing Learner Difficulties Using a Learner Corpus Without Error Tagging
	12.1	 Introduction
	12.2	 Background
		12.2.1	 The Role of Corpus Linguistics
		12.2.2	 Learner Difficulties
	12.3	 Methods and Data
		12.3.1	 Collocations
		12.3.2	 Surprisal
		12.3.3	 Data
	12.4	 Results
		12.4.1	 Determiner Errors
		12.4.2	 Prepositional Constructions
		12.4.3	 Pedagogical Application
	12.5	 Discussion
	12.6	 Conclusion
	References
13: The Potential Impact of EFL Textbook Language on Learner English: A Triangulated Corpus Study
	13.1	 Introduction
	13.2	 Theoretical Background
		13.2.1	 Causatives in the Construction Grammar Framework
		13.2.2	 Causatives in English Language Teaching and Learner English
	13.3	 Data and Methodology
		13.3.1	 Corpus Data
		13.3.2	 Data Extraction and Processing
		13.3.3	 Collostructional Analysis
	13.4	 Causatives in EFL Textbooks
		13.4.1	 Causatives in Textbook Grammars
		13.4.2	 Syntactic Analysis of Causative Constructions in the TEC-T
		13.4.3	 Collostructional Analysis of the [X MAKE Y Vinf] Construction in the TEC-T
	13.5	 The Potential Impact of EFL Textbooks on EFL Writing
		13.5.1	 EFL Learners’ Choice of Causative Constructions
		13.5.2	 Unidiomatic Syntax in EFL Writing
		13.5.3	 EFL Learners’ Use of the [X make Y Vinf] Construction
	13.6	 Pedagogical Applications
	13.7	 Conclusions
	Appendix 1
	Appendix 2
	Appendix 3
	References
14: Conclusion
	14.1	 Demystifying Corpus Linguistics for English Language Teaching
	14.2	 Where Do We Go from Here
		14.2.1	 At Teacher Education Level
		14.2.2	 At Teacher Level
		14.2.3	 At Developer Level
	References
Index