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Chapter 13. Point and CLiC

Teaching literature with corpus stylistic tools
  • Michaela Mahlberg und Peter Stockwell
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Scientific Approaches to Literature in Learning Environments
Ein Kapitel aus dem Buch Scientific Approaches to Literature in Learning Environments

Abstract

This chapter looks at the corpus tool CLiC, a web application specifically designed for the study of literary texts. It allows students to run concordances or generate keywords, for instance. It gives students the opportunity to work with a corpus of Dickens novels, but also with novels by other nineteenth century authors. Unlike more general corpus tools, CLiC enables searches that help to address research questions particular to literary texts. We investigate the question as to what kind of corpus exercises can be designed to help students understand the variety of opportunities that corpus approaches to literary texts offer. We deal with issues of frequency, but also with links between concepts in literary linguistics and corpus linguistics, specifically characterization and mind-modelling. We focus on examples from Charles Dickens’s Oliver Twist for an illustrative case-study.

Abstract

This chapter looks at the corpus tool CLiC, a web application specifically designed for the study of literary texts. It allows students to run concordances or generate keywords, for instance. It gives students the opportunity to work with a corpus of Dickens novels, but also with novels by other nineteenth century authors. Unlike more general corpus tools, CLiC enables searches that help to address research questions particular to literary texts. We investigate the question as to what kind of corpus exercises can be designed to help students understand the variety of opportunities that corpus approaches to literary texts offer. We deal with issues of frequency, but also with links between concepts in literary linguistics and corpus linguistics, specifically characterization and mind-modelling. We focus on examples from Charles Dickens’s Oliver Twist for an illustrative case-study.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
https://doi.org/10.1075/lal.24.13mah

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
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Heruntergeladen am 20.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lal.24.13mah/html
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