Integrating corpus literacy into language teacher education
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Marcus Callies
Abstract
Despite the increasing popularization and availability of corpus tools and resources, the practice of English language teaching still seems to be only marginally affected by the corpus-linguistic turn, because comparatively few teachers were trained in corpus linguistics and use corpora or corpus software regularly themselves (Mukherjee 2004; Römer 2011). This chapter first reports on a recent survey that updates and largely confirms Mukherjee’s (2004) findings. It is argued that while university students of modern languages are increasingly familiarized with the research-based use of corpora in linguistic content classes, this research perspective is not sufficiently translated into a teaching perspective for corpora to be considered a useful addition to the toolbox of language teachers. The chapter then reports on the integration of corpus linguistics into the curriculum for English language teacher students by exposing them to the use of corpora and corpus methods from a researcher’s, teacher’s and learner’s perspective.
Abstract
Despite the increasing popularization and availability of corpus tools and resources, the practice of English language teaching still seems to be only marginally affected by the corpus-linguistic turn, because comparatively few teachers were trained in corpus linguistics and use corpora or corpus software regularly themselves (Mukherjee 2004; Römer 2011). This chapter first reports on a recent survey that updates and largely confirms Mukherjee’s (2004) findings. It is argued that while university students of modern languages are increasingly familiarized with the research-based use of corpora in linguistic content classes, this research perspective is not sufficiently translated into a teaching perspective for corpora to be considered a useful addition to the toolbox of language teachers. The chapter then reports on the integration of corpus linguistics into the curriculum for English language teacher students by exposing them to the use of corpora and corpus methods from a researcher’s, teacher’s and learner’s perspective.
Kapitel in diesem Buch
- 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
Kapitel in diesem Buch
- 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
