The Trinity Lancaster Corpus
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Dana Gablasova
Abstract
Corpora and corpus techniques have long been an important source of knowledge about language; they have also been increasingly used for language teaching purposes. This chapter discusses the role of spoken learner corpora in language pedagogy and in development of language teaching materials. In particular, it focuses on the Trinity Lancaster Corpus (TLC) and its pedagogical applications. With over four million words, the TLC is one of the largest corpora of L2 spoken English, representing language from L2 English speakers engaged in different speaking tasks. The chapter uses data from the TLC to illustrate the use of corpus findings in teaching pragmatics in spoken language use, focusing on three case studies: expression of disagreement, ability to adjust language choice according to linguistic setting, and engaged listenership.
Abstract
Corpora and corpus techniques have long been an important source of knowledge about language; they have also been increasingly used for language teaching purposes. This chapter discusses the role of spoken learner corpora in language pedagogy and in development of language teaching materials. In particular, it focuses on the Trinity Lancaster Corpus (TLC) and its pedagogical applications. With over four million words, the TLC is one of the largest corpora of L2 spoken English, representing language from L2 English speakers engaged in different speaking tasks. The chapter uses data from the TLC to illustrate the use of corpus findings in teaching pragmatics in spoken language use, focusing on three case studies: expression of disagreement, ability to adjust language choice according to linguistic setting, and engaged listenership.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
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Section I. New learner corpora and tools
- The Trinity Lancaster Corpus 7
- To automated generation of test questions on the basis of error annotations in EFL essays 29
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Section II. Written learner corpora and language teaching
- Complexity and qualitative lexical knowledge 51
- Cohesion or coesione ? 75
- Researching learner language through POS keyword and syntactic complexity analyses 101
- Direct quotation in second language writing 129
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Section III. Spoken learner corpora and language teaching
- Comparing errors across an L2 spoken and written error-tagged Japanese EFL learner corpus 157
- Speech rate revisited 175
- English intonation of advanced learners 191
- The use of smallwords in the speech of German learners of English 219
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Section IV. Learner corpora and language teacher education
- Integrating corpus literacy into language teacher education 245
- Subject index 265
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Section I. New learner corpora and tools
- The Trinity Lancaster Corpus 7
- To automated generation of test questions on the basis of error annotations in EFL essays 29
-
Section II. Written learner corpora and language teaching
- Complexity and qualitative lexical knowledge 51
- Cohesion or coesione ? 75
- Researching learner language through POS keyword and syntactic complexity analyses 101
- Direct quotation in second language writing 129
-
Section III. Spoken learner corpora and language teaching
- Comparing errors across an L2 spoken and written error-tagged Japanese EFL learner corpus 157
- Speech rate revisited 175
- English intonation of advanced learners 191
- The use of smallwords in the speech of German learners of English 219
-
Section IV. Learner corpora and language teacher education
- Integrating corpus literacy into language teacher education 245
- Subject index 265
