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From Corpus to Classroom Language Use and Language Teaching [Paperback]

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(University of Nottingham), (University of Nottingham), (University of Limerick)
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From Corpus to Classroom Language Use and Language TeachingPalielināt
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From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy.

The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context.

Papildus informācija

From Corpus to Classroom explains how corpora can be designed and used, and focuses on what they tell us about language teaching.
Acknowledgements v
Preface xi
Introduction
1(30)
Introduction: the basics
1(1)
What is a corpus and how can we use it?
1(2)
Which corpus, what for and what size?
3(2)
How to make a basic corpus
5(3)
Basic corpus linguistic techniques
8(6)
Lexico-grammatical profiles
14(3)
How have corpora been used?
17(4)
How have corpora influenced language teaching?
21(4)
Issues and debates in the use of corpora in language teaching
25(6)
Establishing basic and advanced levels in vocabulary learning
31(27)
Introduction
31(1)
Frequency and native-speaker vocabulary size
31(2)
The most frequent words and the core vocabulary
33(4)
The broad categories of a basic vocabulary
37(9)
Chunks at the basic level
46(1)
The basic level: conclusion
46(1)
The advanced level
47(1)
Targets
48(1)
The vocabulary curve
49(1)
The 6,000 to 10,000 word band
50(3)
Meanings and connotations
53(1)
Breadth and depth
54(4)
Lessons from the analysis of chunks
58(22)
Introduction
58(1)
The single word
58(1)
Collocation
59(1)
Strings of words in corpora
60(2)
Phraseology and idiomaticity
62(2)
Looking at corpus data
64(5)
Interpreting the data: chunks and single words
69(1)
Chunks and units of interaction
70(5)
Conclusions and implications
75(5)
Idioms in everyday use and in language teaching
80(20)
Introduction
80(2)
Finding and classifying idioms
82(2)
Frequency
84(2)
Meaning
86(1)
Functions of idioms
87(3)
Idioms in specialised contexts
90(4)
Idioms in teaching and learning
94(6)
Grammar and lexis and patterns
100(20)
Introduction
100(2)
The example of border
102(2)
Grammar rules and patterns: deterministic and probabilistic
104(2)
The get-passive: an extended case study
106(1)
Previous studies of the get-passive
106(2)
Get-passives and related forms
108(1)
Core get-passive constructions in the CANCODE sub-corpus
109(4)
Discussion
113(1)
Grammar as structure and grammar as probabilities: the example of ellipsis
114(1)
Conclusions and implications
115(5)
Grammar, discourse and pragmatics
120(20)
Introduction
120(1)
Non-restrictive which-clauses
120(2)
Previous studies of which-clauses
122(1)
Concordance analysis of which-clauses
122(5)
If-clauses
127(3)
Wh-cleft clauses
130(6)
Bringing the insights together
136(1)
Corpus grammar and pedagogy
137(3)
Listenership and response
140(19)
Introduction
140(2)
Forms of listenership
142(3)
Response tokens across varieties of English
145(3)
Functions of response tokens
148(7)
Conclusions and implications
155(4)
Relational language
159(25)
Introduction
159(4)
Conversational routines
163(5)
Small talk
168(3)
Discourse markers
171(3)
Hedging
174(2)
Vagueness and approximation
176(5)
Conclusions and implications
181(3)
Language and creativity: creating relationships
184(14)
Introduction
184(1)
Spoken language and creativity
184(4)
Corpora and creativity
188(2)
Creative speakers
190(1)
Applications to pedagogy
191(1)
Corpus to pedagogy: creating relationships
192(1)
SUEs and creativity
192(4)
Quantitative and qualitative
196(1)
Conclusions
197(1)
Specialising: academic and business corpora
198(22)
Introduction
198(1)
Written academic English
198(2)
Written academic English: examples of frequency
200(3)
Spoken academic corpora
203(1)
Spoken academic English, conversation and spoken business English
204(2)
The CANBEC business corpus
206(4)
Chunks
210(4)
Problem and its institutional construction in CANBEC
214(2)
Summary
216(1)
Pedagogical implications
216(4)
Exploring teacher corpora
220(26)
Introduction
220(2)
Classroom discourse
222(1)
Frameworks for the analysis of classroom language
222(7)
Applying the frameworks to a corpus of classroom data
229(4)
Looking at questioning in the classroom
233(7)
Teacher corpora in professional development
240(3)
Conclusions and considerations
243(3)
Coda 246(3)
References 249(35)
Appendix 1 284(13)
Appendix 2 297(4)
Appendix 3 301(4)
Author index 305(5)
Subject index 310(4)
Publisher's acknowledgements 314
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