The usefulness of corpus-based descriptions of English for learners: The case of relative frequency
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Susan Hunston
Abstract
The paper argues that some of the most interesting information about word frequency is difficult to present in a way that is useful to learners. This is particularly true when the issue is not one of absolute frequency but of frequency that is relative and dependent on complex variables. The first instance of this is phrases which are not frequent in themselves but which can be counted as phrases because of the significance of the unit to each of its components. In cases such as these the unity of a perceived multi-word unit depends on the strength of collocation between progressively longer sequences. The second instance explores the factors influencing the relative frequency of wordforms within a lemma. These include complementation pattern and modality. It is hypothesised that a relatively high frequency of the base wordform is likely to co-occur with a high frequency of modal-like expressions. The third and final instance is ‘semantic sequences’, which describe what is often said, though not what should be said. These emerge as a consequence of a combination of discoursal constraints, including the phraseology of a discipline. The paper raises questions concerning the relevance of such frequency information to language teaching and the difficulty of translating an approach to describing a corpus into a useful tool for language learners and teachers.
Abstract
The paper argues that some of the most interesting information about word frequency is difficult to present in a way that is useful to learners. This is particularly true when the issue is not one of absolute frequency but of frequency that is relative and dependent on complex variables. The first instance of this is phrases which are not frequent in themselves but which can be counted as phrases because of the significance of the unit to each of its components. In cases such as these the unity of a perceived multi-word unit depends on the strength of collocation between progressively longer sequences. The second instance explores the factors influencing the relative frequency of wordforms within a lemma. These include complementation pattern and modality. It is hypothesised that a relatively high frequency of the base wordform is likely to co-occur with a high frequency of modal-like expressions. The third and final instance is ‘semantic sequences’, which describe what is often said, though not what should be said. These emerge as a consequence of a combination of discoursal constraints, including the phraseology of a discipline. The paper raises questions concerning the relevance of such frequency information to language teaching and the difficulty of translating an approach to describing a corpus into a useful tool for language learners and teachers.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Introduction: Corpora and language teaching 1
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Part 1. Corpora and second-language acquisition
- The contribution of learner corpora to second language acquisition and foreign language teaching: A critical evaluation 13
- Some thoughts on corpora and second-language acquisition 33
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Part 2. The direct corpus approach
- Who benefits from learning how to use corpora? 47
- Oslo Interactive English : Corpus-driven exercises on the Web 67
- Corpus research and practice: What help do teachers need and what can we offer? 83
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Part 3. The indirect corpus approach
- Themes in Swedish advanced learners' writing in English 101
- Thematic choice and expression of stance in English argumentative texts by Norwegian learners 121
- The usefulness of corpus-based descriptions of English for learners: The case of relative frequency 141
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Part 4. New types of corpora
- Income/interest/net : Using internal criteria to determine the aboutness of a text 157
- New types of corpora for new educational challenges: Collecting, annotating and exploiting a corpus of textbook material 179
- The grammar of conversation in advanced spoken learner English: Learner corpus data and language-pedagogical implications 203
- Index 231
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Introduction: Corpora and language teaching 1
-
Part 1. Corpora and second-language acquisition
- The contribution of learner corpora to second language acquisition and foreign language teaching: A critical evaluation 13
- Some thoughts on corpora and second-language acquisition 33
-
Part 2. The direct corpus approach
- Who benefits from learning how to use corpora? 47
- Oslo Interactive English : Corpus-driven exercises on the Web 67
- Corpus research and practice: What help do teachers need and what can we offer? 83
-
Part 3. The indirect corpus approach
- Themes in Swedish advanced learners' writing in English 101
- Thematic choice and expression of stance in English argumentative texts by Norwegian learners 121
- The usefulness of corpus-based descriptions of English for learners: The case of relative frequency 141
-
Part 4. New types of corpora
- Income/interest/net : Using internal criteria to determine the aboutness of a text 157
- New types of corpora for new educational challenges: Collecting, annotating and exploiting a corpus of textbook material 179
- The grammar of conversation in advanced spoken learner English: Learner corpus data and language-pedagogical implications 203
- Index 231
