MARC details
| 000 -LEADER |
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| fixed length control field |
06723cam a2200469 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221114142048.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
080229s2007 enka b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2008295739 |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
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| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0521851467 |
| Qualifying information |
hbk. |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780521851466 |
| Qualifying information |
hbk. |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0521616867 |
| Qualifying information |
pbk. |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780521616867 |
| Qualifying information |
pbk. |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(ATU)b11336651 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)76935901 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
UKM |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
UKM |
| Modifying agency |
DLC |
| -- |
BAKER |
| -- |
YDXCP |
| -- |
C#P |
| -- |
BTCTA |
| -- |
BWK |
| -- |
NLGGC |
| -- |
OCLCG |
| -- |
ATU |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
PE1128.A2 |
| Item number |
O37 2007 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
428.0071 |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
O'Keeffe, Anne. |
| 9 (RLIN) |
1063476 |
| 245 10 - TITLE STATEMENT |
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| Title |
From corpus to classroom : |
| Remainder of title |
language use and language teaching / |
| Statement of responsibility, etc. |
Anne O'Keeffe, Michael McCarthy & Ronald Carter. |
| 246 30 - VARYING FORM OF TITLE |
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| Title proper/short title |
Language use and language teaching |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Cambridge ; |
| -- |
New York : |
| Name of producer, publisher, distributor, manufacturer |
Cambridge University Press, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2007. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xv, 315 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
26 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references (pages 249-283) and index. |
| 505 00 - FORMATTED CONTENTS NOTE |
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| Miscellaneous information |
1. |
| Title |
Introduction / |
| Statement of responsibility |
1.1 Introduction: the basics -- |
| Miscellaneous information |
1.2. |
| Title |
What is a corpus and how can we use it? / |
| Statement of responsibility |
1.3 Which corpus, what for and what size? -- |
| Miscellaneous information |
1.4. |
| Title |
How to make a basic corpus / |
| Statement of responsibility |
1.5 Basic corpus linguistic techniques -- |
| Miscellaneous information |
1.6. |
| Title |
Lexico-grammatical profiles / |
| Statement of responsibility |
1.7 How have corpora been used? -- |
| Miscellaneous information |
1.8. |
| Title |
How have corpora influenced language teaching? / |
| Statement of responsibility |
1.9 Issues and debates in the use of corpora in language teaching -- |
| Miscellaneous information |
2. |
| Title |
Establishing basic and advanced levels in vocabulary learning / |
| Statement of responsibility |
2.1 Introduction -- |
| Miscellaneous information |
2.2. |
| Title |
Frequency and native-speaker vocabulary size / |
| Statement of responsibility |
2.3 The most frequent words and the core vocabulary -- |
| Miscellaneous information |
2.4. |
| Title |
The broad categories of a basic vocabulary / |
| Statement of responsibility |
2.5 Chunks at the basic level -- |
| Miscellaneous information |
2.6. |
| Title |
The basic level: conclusion / |
| Statement of responsibility |
2.7 The advanced level -- |
| Miscellaneous information |
2.8. |
| Title |
Targets / |
| Statement of responsibility |
2.9 The vocabulary curve -- |
| Miscellaneous information |
2.10. |
| Title |
The 6,000 to 10,000 word band / |
| Statement of responsibility |
2.11 Meanings and connotations -- |
| Miscellaneous information |
2.12. |
| Title |
Breadth and depth / |
| Statement of responsibility |
3 Lessons from the analysis of chunks -- |
| Miscellaneous information |
3.1. |
| Title |
Introduction / |
| Statement of responsibility |
3.2 The single word -- |
| Miscellaneous information |
3.3. |
| Title |
Collocation / |
| Statement of responsibility |
3.4 Strings of words in corpora -- |
| Miscellaneous information |
3.5. |
| Title |
Phraseology and idiomaticity / |
| Statement of responsibility |
3.6 Looking at corpus data -- |
| Miscellaneous information |
3.7. |
| Title |
Interpreting the data: chunks and single words / |
| Statement of responsibility |
3.8 Chunks and units of interaction -- |
| Miscellaneous information |
3.9. |
| Title |
Conclusions and implications / |
| Statement of responsibility |
4 Idioms in everyday use and in language teaching -- |
| Miscellaneous information |
4.1. |
| Title |
Introduction / |
| Statement of responsibility |
4.2 Finding and classifying idioms -- |
| Miscellaneous information |
4.3. |
| Title |
Frequency / |
| Statement of responsibility |
4.4 Meaning -- |
| Miscellaneous information |
4.5. |
| Title |
Functions of idioms / |
| Statement of responsibility |
4.6 Idioms in specialised contexts -- |
| Miscellaneous information |
4.7. |
| Title |
Idioms in teaching and learning / |
| Statement of responsibility |
5 Grammar and lexis and patterns -- |
| Miscellaneous information |
5.1. |
| Title |
Introduction / |
| Statement of responsibility |
5.2 The example of border -- |
| Miscellaneous information |
5.3. |
| Title |
Grammar rules and patterns: deterministic and probabilistic / |
| Statement of responsibility |
5.4 The get-passive: an extended case study -- |
| Miscellaneous information |
5.5. |
| Title |
Previous studies of the get-passive / |
| Statement of responsibility |
5.6 Get-passives and related forms -- |
| Miscellaneous information |
5.7. |
| Title |
Core get-passive constructions in the CANCODE sub-corpus / |
| Statement of responsibility |
5.8 Discussion -- |
| Miscellaneous information |
5.9. |
| Title |
Grammar as structure and grammar as probabilities: the example of ellipsis / |
| Statement of responsibility |
5.10 Conclusions and implications -- |
| Miscellaneous information |
6. |
| Title |
Grammar, discourse and pragmatics / |
| Statement of responsibility |
6.1 Introduction -- |
| Miscellaneous information |
6.2. |
| Title |
Non-restrictive which-clauses / |
| Statement of responsibility |
6.3 Previous studies of which-clauses -- |
| Miscellaneous information |
6.4. |
| Title |
Concordance analysis of which-clauses / |
| Statement of responsibility |
6.5 If-clauses -- |
| Miscellaneous information |
6.6. |
| Title |
Wh-cleft clauses / |
| Statement of responsibility |
6.7 Bringing the insights together -- |
| Miscellaneous information |
6.8. |
| Title |
Corpus grammar and pedagogy / |
| Statement of responsibility |
7 Listenership and response -- |
| Miscellaneous information |
7.1. |
| Title |
Introduction / |
| Statement of responsibility |
7.2 Forms of listenership -- |
| Miscellaneous information |
7.3. |
| Title |
Response tokens across varieties of English / |
| Statement of responsibility |
7.4 Functions of response tokens -- |
| Miscellaneous information |
7.5. |
| Title |
Conclusions and implications / |
| Statement of responsibility |
8 Relational language -- |
| Miscellaneous information |
8.1. |
| Title |
Introduction / |
| Statement of responsibility |
8.2 Conversational routines -- |
| Miscellaneous information |
8.3. |
| Title |
Small talk / |
| Statement of responsibility |
8.4 Discourse markers -- |
| Miscellaneous information |
8.5. |
| Title |
Hedging / |
| Statement of responsibility |
8.6 Vagueness and approximation -- |
| Miscellaneous information |
8.7. |
| Title |
Conclusions and implications / |
| Statement of responsibility |
9 Language and creativity: creating relationships -- |
| Miscellaneous information |
9.1. |
| Title |
Introduction / |
| Statement of responsibility |
9.2 Spoken language and creativity -- |
| Miscellaneous information |
9.3. |
| Title |
Corpora and creativity / |
| Statement of responsibility |
9.4 Creative speakers -- |
| Miscellaneous information |
9.5. |
| Title |
Applications to pedagogy / |
| Statement of responsibility |
9.6 Corpus to pedagogy: creating relationships -- |
| Miscellaneous information |
9.7. |
| Title |
SUEs and creativity / |
| Statement of responsibility |
9.8 Quantitative and qualitative -- |
| Miscellaneous information |
9.9. |
| Title |
Conclusions / |
| Statement of responsibility |
10 Specialising: academic and business corpora -- |
| Miscellaneous information |
10.1. |
| Title |
Introduction / |
| Statement of responsibility |
10.2 Written academic English -- |
| Miscellaneous information |
10.3. |
| Title |
Written academic English: examples of frequency / |
| Statement of responsibility |
10.4 Spoken academic corpora -- |
| Miscellaneous information |
10.5. |
| Title |
Spoken academic English, conversation and spoken business English / |
| Statement of responsibility |
10.6 The CANBEC business corpus -- |
| Miscellaneous information |
10.7. |
| Title |
Chunks / |
| Statement of responsibility |
10.8 Problem and its institutional construction in CANBEC -- |
| Miscellaneous information |
10.9. |
| Title |
Summary / |
| Statement of responsibility |
10.10 Pedagogical implications -- |
| Miscellaneous information |
11. |
| Title |
Exploring teacher corpora / |
| Statement of responsibility |
11.1 Introduction -- |
| Miscellaneous information |
11.2. |
| Title |
Classroom discourse / |
| Statement of responsibility |
11.3 Frameworks for the analysis of classroom language -- |
| Miscellaneous information |
11.4. |
| Title |
Applying the frameworks to a corpus of classroom data / |
| Statement of responsibility |
11.5 Looking at questioning in the classroom -- |
| Miscellaneous information |
11.6. |
| Title |
Teacher corpora in professional development / |
| Statement of responsibility |
11.7 Conclusions and considerations. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy. The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context ."--Publisher's website. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
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| Source of description note |
Machine converted from AACR2 source record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 9 (RLIN) |
354176 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Spoken English |
| -- |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Usage |
| -- |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Corpora (Linguistics) |
| 9 (RLIN) |
331996 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
McCarthy, Michael, |
| Dates associated with a name |
1947- |
| Relator term |
author. |
| 9 (RLIN) |
235812 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Carter, Ronald, |
| Dates associated with a name |
1947-2018 |
| Relator term |
author. |
| 9 (RLIN) |
232088 |
| 907 ## - LOCAL DATA ELEMENT G, LDG (RLIN) |
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| a |
.b11336651 |
| b |
08-10-18 |
| c |
27-10-15 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Book |
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| -- |
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c |
| Operator's initials, OID (RLIN) |
23-03-18 |
| Cataloger's initials, CIN (RLIN) |
m |
| First date, FD (RLIN) |
a |
| -- |
eng |
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enk |
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0 |
