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E-grāmata: Exploring Corpora for ESP Learning

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(University of Modena and Reggio Emilia)
  • Formāts: 189 pages
  • Sērija : Studies in Corpus Linguistics 21
  • Izdošanas datums: 21-Dec-2005
  • Izdevniecība: John Benjamins Publishing Co
  • Valoda: eng
  • ISBN-13: 9789027293930
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Exploring Corpora for ESP LearningPalielināt
  • Formāts: 189 pages
  • Sērija : Studies in Corpus Linguistics 21
  • Izdošanas datums: 21-Dec-2005
  • Izdevniecība: John Benjamins Publishing Co
  • Valoda: eng
  • ISBN-13: 9789027293930
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This book investigates the effects of corpus work on the process of foreign language learning in ESP settings. It suggests that observing learners at work with corpus data can stimulate discussion and re-thinking of the pedagogical implications of both the theoretical and empirical aspects of corpus linguistics. The ideas presented here are developed from the Data-Driven Learning approach introduced by Tim Johns in the early nineties. The experience of watching students perform corpus analysis provides the basis for the two main observations in the book: a) corpus work provides students with a useful source of information about ESP language features, b) the process of "search-and-discovery" implied in the method of corpus analysis may facilitate language learning and promote autonomy in learning language use. The discussion is carried out on the basis of a series of corpus-based "explorations" by students and provides suggestions for developing new tasks and tools for language learners.
Acknowledgments ix
Key to abbreviations and acronyms xi
A note for the reader xi
CHAPTER 1 Introduction
1.1 Why this book?
1(2)
1.2 Corpora and "models" of language
3(2)
1.3 Why ESP settings?
5(1)
1.4 The corpora in this book
6(5)
1.4.1 Small corpora and specialized corpora
6(2)
1.4.2 Description of the corpora used here
8(3)
1.5 A word about concordances and concordancing tools
11(1)
1.6 Which learners?
12(1)
1.7 How the book is organized
13(4)
CHAPTER 2 Corpus linguistics and language teaching and learning: A background 17(18)
2.1 Language corpora in language pedagogy: The 90's debate
17(5)
2.1.1 Critical viewpoints
17(3)
2.1.2 The contribution of corpus analysis to language pedagogy
20(2)
2.2 Corpus analysis as a tool for language teachers
22(5)
2.2.1 Corpus analysis and syllabus design
23(2)
2.2.2 Supporting teachers' explanations
25(2)
2.3 Corpus analysis as a tool for language learners
27(6)
2.3.1 The Data-Driven Learning approach
27(2)
2.3.2 Question I: Should the teacher guide the learners?
29(1)
2.3.3 Question 2: Learners or researchers?
30(2)
2.3.4 Question 3: Is the result worth the effort?
32(1)
2.4 Conclusion
33(2)
CHAPTER 3 Theoretical premises for teachers and learners 35(18)
3.0 Introduction
35(1)
3.1 Learners looking at concordance data: What do they see?
36(5)
3.2 Language as idiom vs. language as a logical system
41(1)
3.3 The contribution of corpus work to a "new" idea of language compositionality
42(7)
3.3.1 The open-choice principle and the idiom principle
43(1)
3.3.2 The search for units of meaning
44(3)
3.3.3 "Unusuality" and creativity
47(2)
3.4 Learners, "idioms" and corpus work
49(1)
3.5 Conclusion
50(3)
CHAPTER 4 Corpus work, ESP and language learners 53(18)
4.0 Introduction: From small to specialized corpora
53(2)
4.1 ESP and specialised corpora: A happy marriage
55(5)
4.1.1 ESP, quantitative data and corpus analysis: A natural development
55(1)
4.1.2 ESP and corpus work
56(4)
4.2 Specialised language and specialized teaching purposes
60(3)
4.3 The continuum between specialized and general corpora
63(4)
4.3.1 Register variation across genres
63(2)
4.3.2 Identifying specificity
65(2)
4.4 Specialized language corpora and language learning
67(2)
4.5 Conclusion
69(2)
CHAPTER 5 Guiding the learners to work with corpora and corpus data 71(16)
5.0 Introduction
71(1)
5.1 Type of material: Samples vs. examples
72(4)
5.1.1 Task 1: Looking at the concordance lines as samples
74(2)
5.2 "What to look for" in a concordance: Recurrence and typicality
76(6)
5.2.1 Task 2: Focusing the students' attention on recurrent patterns
80(2)
5.3 Correlating output data and corpus texts
82(3)
5.3.1 Task 3: Corpus data and corpus content
82(2)
5.3.2 Follow-up of Task 3: Leading students to create corpora
84(1)
5.4 Conclusion
85(2)
CHAPTER 6 Learners exploring corpora to observe and produce texts: Spies in action 87(40)
6.0 Introduction
87(1)
6.1 Corpora and ESP learners: "Spies"
88(2)
6.2 Using a small corpus of specialized texts to discover technical concepts
90(9)
6.2.1 A medical word: The case of the acronym "RIBA"
91(3)
6.2.2 A word from economics: The case of "bid"
94(4)
6.2.3 Conclusion
98(1)
6.3 From a single corpus to more corpora: Comparing data
99(11)
6.3.1 How specialized is a specialized word? The case of the word "disorder"
100(4)
6.3.2 Exploring corpora in different languages: Contrasting English and Italian data
104(6)
6.4 Interacting with "the authorities": Completing or contrasting explanations from reference materials and the teacher
110(4)
6.4.1 The case of the progressive tense in medical research articles
111(3)
6.5 Exploring corpora to produce texts
114(8)
6.5.1 Translating a medical abstract
114(5)
6.5.2 Writing out a political speech
119(3)
6.6 Conclusion: From spies to "double- agents"?
122(5)
CHAPTER 7 Concluding remarks 127(18)
7.1 Three answers?
127(6)
7.1.1 If learners are to behave as data analysts, what should be the role of the teacher?
127(2)
7.1.2 Learners or researchers?
129(2)
7.1.3 Is the effort a worthwhile one?
131(2)
7.2 Corpus work and pedagogy: Old or new questions?
133(1)
7.3 Future developments
134(8)
7.3.1 Tools and teaching/ materials
135(1)
7.3.2 Corpus-based dictionaries and learners
136(1)
7.3.3 Corpus work and teaching/learning skills
137(1)
7.3.4 Serendipity
138(1)
7.3.5 Understanding "deviance"
139(1)
7.3.6 Recurrence, deviance and language awareness
140(2)
7.4 A concluding wish
142(3)
APPENDIX 1 145(2)
APPENDIX 2 147(6)
APPENDIX 3 153(4)
APPENDIX 4 157(2)
APPENDIX 5 159(6)
References 165(10)
Index 175


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