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Chapter 3. Looking back on 25 years of TaLC

In conversation with Profs Mike McCarthy and Tony McEnery
  • Michael McCarthy , Tony McEnery , Geraldine Mark and Pascual Pérez-Paredes
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Beyond Concordance Lines
This chapter is in the book Beyond Concordance Lines

Abstract

This chapter is the result of a conversation between Professors Tony McEnery and Michael McCarthy, two of the greatest names in the fields of corpus linguistics and the corpus-based analysis and teaching of the English language. They share their views and experiences of the areas discussed in this volume, including the relationship between DDL and SLA research, the role of formulaic language, spoken language and pragmatics as areas of potential applications of learner corpus research (LCR) methods, the role of frequency in language learning and teaching and, among others, annotation.

Abstract

This chapter is the result of a conversation between Professors Tony McEnery and Michael McCarthy, two of the greatest names in the fields of corpus linguistics and the corpus-based analysis and teaching of the English language. They share their views and experiences of the areas discussed in this volume, including the relationship between DDL and SLA research, the role of formulaic language, spoken language and pragmatics as areas of potential applications of learner corpus research (LCR) methods, the role of frequency in language learning and teaching and, among others, annotation.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction 1
  5. Chapter 1. Research in data-driven learning 9
  6. Chapter 2. Data-driven learning, theories of learning and second language acquisition 35
  7. Chapter 3. Looking back on 25 years of TaLC 57
  8. Chapter 4. L2 development of - ing clauses 75
  9. Chapter 5. Collocations in learner English 97
  10. Chapter 6. Profiling learners through pragmatically and error annotated corpora 121
  11. Chapter 7. Exploring the impact of data-driven learning in extensive reading 149
  12. Chapter 8. Data-driven learning 177
  13. Chapter 9. Scoledit 207
  14. Chapter 10. CEFR-J × 28 231
  15. Index 253
https://doi.org/10.1075/scl.102.03mcc

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction 1
  5. Chapter 1. Research in data-driven learning 9
  6. Chapter 2. Data-driven learning, theories of learning and second language acquisition 35
  7. Chapter 3. Looking back on 25 years of TaLC 57
  8. Chapter 4. L2 development of - ing clauses 75
  9. Chapter 5. Collocations in learner English 97
  10. Chapter 6. Profiling learners through pragmatically and error annotated corpora 121
  11. Chapter 7. Exploring the impact of data-driven learning in extensive reading 149
  12. Chapter 8. Data-driven learning 177
  13. Chapter 9. Scoledit 207
  14. Chapter 10. CEFR-J × 28 231
  15. Index 253
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