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020 _a0521851467
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035 _a(ATU)b11336651
035 _a(OCoLC)76935901
040 _aUKM
_beng
_erda
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_dDLC
_dBAKER
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050 0 0 _aPE1128.A2
_bO37 2007
082 0 4 _a428.0071
_222
100 1 _aO'Keeffe, Anne.
_91063476
245 1 0 _aFrom corpus to classroom :
_blanguage use and language teaching /
_cAnne O'Keeffe, Michael McCarthy & Ronald Carter.
246 3 0 _aLanguage use and language teaching
264 1 _aCambridge ;
_aNew York :
_bCambridge University Press,
_c2007.
300 _axv, 315 pages :
_billustrations ;
_c26 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
504 _aIncludes bibliographical references (pages 249-283) and index.
505 0 0 _g1.
_tIntroduction /
_r1.1 Introduction: the basics --
_g1.2.
_tWhat is a corpus and how can we use it? /
_r1.3 Which corpus, what for and what size? --
_g1.4.
_tHow to make a basic corpus /
_r1.5 Basic corpus linguistic techniques --
_g1.6.
_tLexico-grammatical profiles /
_r1.7 How have corpora been used? --
_g1.8.
_tHow have corpora influenced language teaching? /
_r1.9 Issues and debates in the use of corpora in language teaching --
_g2.
_tEstablishing basic and advanced levels in vocabulary learning /
_r2.1 Introduction --
_g2.2.
_tFrequency and native-speaker vocabulary size /
_r2.3 The most frequent words and the core vocabulary --
_g2.4.
_tThe broad categories of a basic vocabulary /
_r2.5 Chunks at the basic level --
_g2.6.
_tThe basic level: conclusion /
_r2.7 The advanced level --
_g2.8.
_tTargets /
_r2.9 The vocabulary curve --
_g2.10.
_tThe 6,000 to 10,000 word band /
_r2.11 Meanings and connotations --
_g2.12.
_tBreadth and depth /
_r3 Lessons from the analysis of chunks --
_g3.1.
_tIntroduction /
_r3.2 The single word --
_g3.3.
_tCollocation /
_r3.4 Strings of words in corpora --
_g3.5.
_tPhraseology and idiomaticity /
_r3.6 Looking at corpus data --
_g3.7.
_tInterpreting the data: chunks and single words /
_r3.8 Chunks and units of interaction --
_g3.9.
_tConclusions and implications /
_r4 Idioms in everyday use and in language teaching --
_g4.1.
_tIntroduction /
_r4.2 Finding and classifying idioms --
_g4.3.
_tFrequency /
_r4.4 Meaning --
_g4.5.
_tFunctions of idioms /
_r4.6 Idioms in specialised contexts --
_g4.7.
_tIdioms in teaching and learning /
_r5 Grammar and lexis and patterns --
_g5.1.
_tIntroduction /
_r5.2 The example of border --
_g5.3.
_tGrammar rules and patterns: deterministic and probabilistic /
_r5.4 The get-passive: an extended case study --
_g5.5.
_tPrevious studies of the get-passive /
_r5.6 Get-passives and related forms --
_g5.7.
_tCore get-passive constructions in the CANCODE sub-corpus /
_r5.8 Discussion --
_g5.9.
_tGrammar as structure and grammar as probabilities: the example of ellipsis /
_r5.10 Conclusions and implications --
_g6.
_tGrammar, discourse and pragmatics /
_r6.1 Introduction --
_g6.2.
_tNon-restrictive which-clauses /
_r6.3 Previous studies of which-clauses --
_g6.4.
_tConcordance analysis of which-clauses /
_r6.5 If-clauses --
_g6.6.
_tWh-cleft clauses /
_r6.7 Bringing the insights together --
_g6.8.
_tCorpus grammar and pedagogy /
_r7 Listenership and response --
_g7.1.
_tIntroduction /
_r7.2 Forms of listenership --
_g7.3.
_tResponse tokens across varieties of English /
_r7.4 Functions of response tokens --
_g7.5.
_tConclusions and implications /
_r8 Relational language --
_g8.1.
_tIntroduction /
_r8.2 Conversational routines --
_g8.3.
_tSmall talk /
_r8.4 Discourse markers --
_g8.5.
_tHedging /
_r8.6 Vagueness and approximation --
_g8.7.
_tConclusions and implications /
_r9 Language and creativity: creating relationships --
_g9.1.
_tIntroduction /
_r9.2 Spoken language and creativity --
_g9.3.
_tCorpora and creativity /
_r9.4 Creative speakers --
_g9.5.
_tApplications to pedagogy /
_r9.6 Corpus to pedagogy: creating relationships --
_g9.7.
_tSUEs and creativity /
_r9.8 Quantitative and qualitative --
_g9.9.
_tConclusions /
_r10 Specialising: academic and business corpora --
_g10.1.
_tIntroduction /
_r10.2 Written academic English --
_g10.3.
_tWritten academic English: examples of frequency /
_r10.4 Spoken academic corpora --
_g10.5.
_tSpoken academic English, conversation and spoken business English /
_r10.6 The CANBEC business corpus --
_g10.7.
_tChunks /
_r10.8 Problem and its institutional construction in CANBEC --
_g10.9.
_tSummary /
_r10.10 Pedagogical implications --
_g11.
_tExploring teacher corpora /
_r11.1 Introduction --
_g11.2.
_tClassroom discourse /
_r11.3 Frameworks for the analysis of classroom language --
_g11.4.
_tApplying the frameworks to a corpus of classroom data /
_r11.5 Looking at questioning in the classroom --
_g11.6.
_tTeacher corpora in professional development /
_r11.7 Conclusions and considerations.
520 _a"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 _aMachine converted from AACR2 source record.
650 0 _aEnglish language
_xStudy and teaching
_xForeign speakers.
_9354176
650 0 _aEnglish language
_xSpoken English
_xStudy and teaching.
650 0 _aEnglish language
_xUsage
_xStudy and teaching.
650 0 _aCorpora (Linguistics)
_9331996
700 1 _aMcCarthy, Michael,
_d1947-
_eauthor.
_9235812
700 1 _aCarter, Ronald,
_d1947-2018
_eauthor.
_9232088
907 _a.b11336651
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