From Corpus to Classroom: Language Use and Language Teaching

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Acknowledgements......Page 7
Contents......Page 9
Preface......Page 13
A corpus is a principled collection of texts......Page 19
A corpus is available for qualitative and quantitative analysis......Page 20
1.3 Which corpus, what for and what size?......Page 21
2 Record data......Page 23
3 Transcribe recordings and save as text files......Page 24
5 Check transcription......Page 25
Concordancing......Page 26
Word frequency counts or wordlists......Page 29
Key word analysis......Page 30
Cluster analysis......Page 31
1.6 Lexico-grammatical profiles......Page 32
Grammar......Page 35
Stylistics......Page 36
Forensic linguistics......Page 37
Sociolinguistics......Page 38
1.8 How have corpora influenced language teaching?......Page 39
Data-driven learning......Page 42
Authenticity of materials for language teaching and learning......Page 43
The ‘native speaker’ and the classroom......Page 45
ELF: English as a lingua franca......Page 46
SUEs or Successful Users of English......Page 47
2.2 Frequency and native-speaker vocabulary size......Page 49
2.3 The most frequent words and the core vocabulary......Page 51
Delexical verbs......Page 55
Stance words......Page 56
Basic nouns......Page 57
General deictics......Page 60
Basic adjectives......Page 61
Basic adverbs......Page 63
2.6 The basic level: conclusion......Page 64
2.7 The advanced level......Page 65
2.8 Targets......Page 66
2.9 The vocabulary curve......Page 67
2.10 The 6,000 to 10,000 word band......Page 68
2.11 Meanings and connotations......Page 71
2.12 Breadth and depth......Page 72
3.2 The single word......Page 76
3.3 Collocation......Page 77
3.4 Strings of words in corpora......Page 78
3.5 Phraseology and idiomaticity......Page 80
3.6 Looking at corpus data......Page 82
3.7 Interpreting the data: chunks and single words......Page 87
The notion of pragmatic integrity......Page 88
Discourse marking......Page 89
Face and politeness......Page 91
Vagueness and approximation......Page 92
3.9 Conclusions and implications......Page 93
Chunks and fluency......Page 94
Processing chunks......Page 95
Awareness raising......Page 97
4.1 Introduction......Page 98
4.2 Finding and classifying idioms......Page 100
4.3 Frequency......Page 102
4.4 Meaning......Page 104
4.5 Functions of idioms......Page 105
4.6 Idioms in specialised contexts......Page 108
4.7 Idioms in teaching and learning......Page 112
5.1 Introduction......Page 118
5.2 The example of border......Page 120
5.3 Grammar rules and patterns: deterministic and probabilistic......Page 122
5.5 Previous studies of the get-passive......Page 124
5.6 Get-passives and related forms......Page 126
Verbs and contexts......Page 127
Frequency of verbs......Page 129
Adverbials......Page 130
5.8 Discussion......Page 131
5.9 Grammar as structure and grammar as probabilities: the example of ellipsis......Page 132
5.10 Conclusions and implications......Page 133
6.2 Non-restrictive which-clauses......Page 138
6.4 Concordance analysis of which-clauses......Page 140
6.5 If-clauses......Page 145
6.6 Wh-cleft clauses......Page 148
6.7 Bringing the insights together......Page 154
6.8 Corpus grammar and pedagogy......Page 155
7.1 Introduction......Page 158
7.2 Forms of listenership......Page 160
Non-minimal response tokens......Page 161
Clustering of response tokens......Page 162
7.3 Response tokens across varieties of English......Page 163
Continuer response tokens......Page 166
Convergence response tokens......Page 168
Context-specific functions......Page 170
7.5 Conclusions and implications......Page 173
8.1 Introduction......Page 177
8.2 Conversational routines......Page 181
8.3 Small talk......Page 186
8.4 Discourse markers......Page 189
Discourse markers as monitors......Page 190
8.5 Hedging......Page 192
8.6 Vagueness and approximation......Page 194
Approximation......Page 195
8.7 Conclusions and implications......Page 199
9.2 Spoken language and creativity......Page 202
Creative speech in action: an example on a Sunday afternoon......Page 203
9.3 Corpora and creativity......Page 206
9.4 Creative speakers......Page 208
9.5 Applications to pedagogy......Page 209
9.7 SUEs and creativity......Page 210
9.8 Quantitative and qualitative......Page 214
9.9 Conclusions......Page 215
10.2 Written academic English......Page 216
10.3 Written academic English: examples of frequency......Page 218
10.4 Spoken academic corpora......Page 221
10.5 Spoken academic English, conversation and spoken business English......Page 222
10.6 The CANBEC business corpus......Page 224
10.7 Chunks......Page 228
10.8 Problem and its institutional construction in CANBEC......Page 232
10.10 Pedagogical implications......Page 234
11.1 Introduction......Page 238
11.3 Frameworks for the analysis of classroom language......Page 240
Exchange structure......Page 241
Conversation analysis (CA)......Page 244
Sociocultural theory (SCT)......Page 246
11.4 Applying the frameworks to a corpus of classroom data......Page 247
DA and CA: turn-taking in the classroom......Page 248
Socio-cultural theory: scaffolding and the ZPD......Page 250
11.5 Looking at questioning in the classroom......Page 251
Questioning and question types......Page 255
11.6 Teacher corpora in professional development......Page 258
A corpus as a complementary resource......Page 261
From turn to theory......Page 262
Coda......Page 264
References......Page 267
Appendix 1: Survey of corpora......Page 302
Appendix 2: Classified list of 100 idioms extracted from randomly selected CANCODE files......Page 315
Appendix 3: Classified list of 100 idioms extracted from randomly selected CIC North American spoken files (5m words)......Page 319
Author index......Page 323
Subject index......Page 328
Publisher’s acknowledgements......Page 332