From corpus to classroom : language use and language teaching /
Language use and language teaching
Anne O'Keeffe, Michael McCarthy & Ronald Carter.
- xv, 315 pages : illustrations ; 26 cm
Includes bibliographical references (pages 249-283) and index.
Introduction / What is a corpus and how can we use it? / How to make a basic corpus / Lexico-grammatical profiles / How have corpora influenced language teaching? / Establishing basic and advanced levels in vocabulary learning / Frequency and native-speaker vocabulary size / The broad categories of a basic vocabulary / The basic level: conclusion / Targets / The 6,000 to 10,000 word band / Breadth and depth / Introduction / Collocation / Phraseology and idiomaticity / Interpreting the data: chunks and single words / Conclusions and implications / Introduction / Frequency / Functions of idioms / Idioms in teaching and learning / Introduction / Grammar rules and patterns: deterministic and probabilistic / Previous studies of the get-passive / Core get-passive constructions in the CANCODE sub-corpus / Grammar as structure and grammar as probabilities: the example of ellipsis / Grammar, discourse and pragmatics / Non-restrictive which-clauses / Concordance analysis of which-clauses / Wh-cleft clauses / Corpus grammar and pedagogy / Introduction / Response tokens across varieties of English / Conclusions and implications / Introduction / Small talk / Hedging / Conclusions and implications / Introduction / Corpora and creativity / Applications to pedagogy / SUEs and creativity / Conclusions / Introduction / Written academic English: examples of frequency / Spoken academic English, conversation and spoken business English / Chunks / Summary / Exploring teacher corpora / Classroom discourse / Applying the frameworks to a corpus of classroom data / Teacher corpora in professional development / 1.1 Introduction: the basics -- 1.3 Which corpus, what for and what size? -- 1.5 Basic corpus linguistic techniques -- 1.7 How have corpora been used? -- 1.9 Issues and debates in the use of corpora in language teaching -- 2.1 Introduction -- 2.3 The most frequent words and the core vocabulary -- 2.5 Chunks at the basic level -- 2.7 The advanced level -- 2.9 The vocabulary curve -- 2.11 Meanings and connotations -- 3 Lessons from the analysis of chunks -- 3.2 The single word -- 3.4 Strings of words in corpora -- 3.6 Looking at corpus data -- 3.8 Chunks and units of interaction -- 4 Idioms in everyday use and in language teaching -- 4.2 Finding and classifying idioms -- 4.4 Meaning -- 4.6 Idioms in specialised contexts -- 5 Grammar and lexis and patterns -- 5.2 The example of border -- 5.4 The get-passive: an extended case study -- 5.6 Get-passives and related forms -- 5.8 Discussion -- 5.10 Conclusions and implications -- 6.1 Introduction -- 6.3 Previous studies of which-clauses -- 6.5 If-clauses -- 6.7 Bringing the insights together -- 7 Listenership and response -- 7.2 Forms of listenership -- 7.4 Functions of response tokens -- 8 Relational language -- 8.2 Conversational routines -- 8.4 Discourse markers -- 8.6 Vagueness and approximation -- 9 Language and creativity: creating relationships -- 9.2 Spoken language and creativity -- 9.4 Creative speakers -- 9.6 Corpus to pedagogy: creating relationships -- 9.8 Quantitative and qualitative -- 10 Specialising: academic and business corpora -- 10.2 Written academic English -- 10.4 Spoken academic corpora -- 10.6 The CANBEC business corpus -- 10.8 Problem and its institutional construction in CANBEC -- 10.10 Pedagogical implications -- 11.1 Introduction -- 11.3 Frameworks for the analysis of classroom language -- 11.5 Looking at questioning in the classroom -- 11.7 Conclusions and considerations. 1. 1.2. 1.4. 1.6. 1.8. 2. 2.2. 2.4. 2.6. 2.8. 2.10. 2.12. 3.1. 3.3. 3.5. 3.7. 3.9. 4.1. 4.3. 4.5. 4.7. 5.1. 5.3. 5.5. 5.7. 5.9. 6. 6.2. 6.4. 6.6. 6.8. 7.1. 7.3. 7.5. 8.1. 8.3. 8.5. 8.7. 9.1. 9.3. 9.5. 9.7. 9.9. 10.1. 10.3. 10.5. 10.7. 10.9. 11. 11.2. 11.4. 11.6.
"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.
0521851467 9780521851466 0521616867 9780521616867
2008295739
English language--Study and teaching--Foreign speakers. English language--Spoken English--Study and teaching. English language--Usage--Study and teaching. Corpora (Linguistics)