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Article
Author(s)
Majid Elahi Shirvan, Negin Maddah
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DOI:10.17265/1539-8072/2016.05.005
Affiliation(s)
University of Bojnord, Bojnord, Iran; University of Zanjan, Zanjan, Iran
ABSTRACT
The gap between the theories of second language acquisition and their practice in materials development has been a controversial issue in the field of applied linguistics. Recently, the findings of corpus linguistics have narrowed the gap. However, their practice, especially in the realm of vocabulary acquisition, has encountered pedagogic problems in the classroom because the authentic nature of the words in corpus-based examples was beyond the level of learners’ comprehension which paves the way for the practice of pedagogic corpus linguistics. Therefore, the purpose of this study was to practice pedagogic corpus linguistics, and mainly data-driven learning, with the first year secondary school English language learners in Iran in terms of their vocabulary acquisition. To do so, 28 students participated in the study. Examples from the British National Corpus for the main words of each unit of their course book, Prospect 1, were presented to them in a course of 16 sessions. Those which were beyond their understanding were eliminated and those comprehensible for them, the pedagogic ones, were selected based on their reports regarding the comprehensibility of each corpus-based example.
KEYWORDS
corpus linguistics, pedagogic corpus linguistics, Prospect, concordance line, authenticity
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References
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McCarthy, M. (1998). Spoken language and applied linguistics. Cambridge: Cambridge University Press.
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Porter, D., & Roberts, J. (1981). Authentic listening activities. ELT Journal, 36(1), 37-47.
Reppen, R. (2010). Using corpora in the language classroom. Cambridge. Cambridge University Press.
Rundell, M. (2002). MacMillan English dictionary for advanced learners. New York City: MacMillan.
Swaffar, J., & A. Vlatten (1997). A sequential model for video viewing in the foreign language curriculum. The Modern Language Journal, 81(2), 175-185.
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Shaw, P. (1991). Science research students’ composing processes. English for Specific Purposes, 10(3), 189-206.
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Stubbs, M. (2001). Words and phrases: Corpus studies of lexical semantics. Oxford: Blackwell Publishers.
Stubbs, M. (2007). An example of frequent English phraseology: distributions, structures and functions. Language and Computers, 62(1), 89-105.
Svartvik, J. (1980). Well in conversation. Studies in English Linguistics for Randolph Quirk, 5, 167-177.
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Vongpumivitch, V., Huang, J. Y., & Chang, Y. C. (2009). Frequency analysis of the words in the Academic Word List (AWL) and non-AWL content words in applied linguistics research papers. English for Specific Purposes, 28(1), 33-41.
Widdowson, H. (1978). Teaching language as communication. Oxford: Oxford University Press.
Widdowson, H. G. (1979). The authenticity of language data. In Explorations in applied linguistics (pp. 163-172). Oxford: Oxford University Press.
Widdowson, H. (2007). Un-applied linguistics and communicative language teaching. International Journal of Applied Linguistics, 17(2), 214-220.
Willis, J. (1996). A framework for task-based learning. London: Longman.
Willis, D., & Willis, J. (1996). Consciousness-raising activities in the language classroom. In Willis, J. and Willis, D. (Eds.), Challenge and change in language teaching. Oxford: Heinemann ELT.
Xie, Q. (2015). Recent developments in corpus linguistics and corpus-based Research/Department of Linguistics and Modern Language Studies at the Hong Kong Institute of Education. Language Teaching, 48(1), 156-160.
Zorzi, D. (2001). The pedagogic use of spoken corpora: Introducing corpus concordancing in the classroom. In G. Aston (Ed.), Learning with corpora (pp. 85-107). Bologna: CLUEB.
Aijmer, K. (1996). Swedish modal particles in a contrastive perspective. Language Sciences, 18(1), 393-427.
Badger, R., & MacDonald, M. (2010). Making it real: Authenticity, process and pedagogy. Applied Linguistics, 31(4), 578-582.
Barlow, M. (1996). Corpora for theory and practice. International Journal of Corpus Linguistics, 1(1), 1-37.
Bennett, G. R. (2010). Using corpora in the language learning classroom: Corpus linguistics for teachers. Ann Arbor, MI: University of Michigan Press.
Benson, P., & Voller, P. A. (1997). Autonomy and independence in language learning. London: Longman.
Bernardini, S. (2002). Exploring new directions for discovery learning. Kettemann/Marko, 165-182.
Biber, D., Johansson, S., Leech, G., Conrad, S., Finegan, E., & Quirk, R. (1999). Longman grammar of spoken and written English (Vol. 2). Cambridge: MIT Press.
Biber, D. (2006). University language: A corpus-based study of spoken and written registers (Vol. 23). Amesterdam: John Benjamins Publishing.
Breen, M. P. (1985). Authenticity in the language classroom. Applied Linguistics, 6(1), 60-70.
Carter, R., & McCarthy, M. (1997). Exploring spoken English (Vol. 2). Cambridge: Cambridge University Press.
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English: A comprehensive guide; spoken and written English grammar and usage. Stuttgart: Ernst Klett Sprachen.
Chan, T. P., & Liou, H. C. (2005). Effects of web-based concordancing instruction on EFL students’ learning of verb-noun collocations. Computer Assisted Language Learning, 18, 231-250
Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25, 301-315.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28, 130-144.
Fillmore, C. J., Kay, P., & O’Connor, M. C. (1988). Regularity and idiomaticity in grammatical constructions: The case of let alone. Language, 64(3), 501-538.
Fligelstone, S. (1993). Some reflections on the question of teaching, from a corpus linguistics perspective. ICAME Journal, 17, 97-109.
Flowerdew, L. (2015). Corpus-based research and pedagogy in EAP: From lexis to genre. Language Teaching, 48(1), 99-116.
Gavioli, L., & Aston, G. (2001). Enriching reality: Language corpora in language pedagogy. ELT Journal, 55(3), 238-246.
George, H. V. (1963). Report on a verb-form frequency count. Monograph 1. Hyderabad: Central Institute of English.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118.
Granger, S. (2002). A bird’s eye view of learner corpus research. In S. Granger, J. Hung, and S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 3-33). Amsterdam: John Benjamins.
Guan, X. (2013). A study on the application of data-driven learning in vocabulary teaching and learning in China’s EFL class. Journal of Language Teaching and Research, 4, 105-112.
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347-353.
Holmes, J. (1988). Doubt and certainty in ESL textbooks. Applied Linguistics, 9, 21-44.
Hunston, S., & Francis, G. (2000). Pattern grammar: A corpus-driven approach to the lexical grammar of English (pp. 2000-2000). Amsterdam: John Benjamins.
Johansson, S. (2009). Some thoughts on corpora and second-language acquisition. In Corpora and language teaching (pp. 33-44). Amsterdam: John Benjamins.
Johns, T. (1986). Microconcord: A language-learner’s research tool. System, 14(2), 151-162.
Johns, T. (1994). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Odlin (Ed.), Perspectives on pedagogical grammar (pp. 27-45). Cambridge: Cambridge University Press.
Johns, T. (2002). Data-driven learning: The perpetual challenge. Language and Computers, 42(1), 107-117.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Addison-Wesley Longman Ltd..
Little, D., Devitt, S., & Singleton, D. (1989). Learning foreign languages from authentic texts: Theory and practice. Dublin, Ireland: Authentik.
Ljung, M. (1991). Swedish TEFL meets reality. In S. Johansson and A. B. Stenström (Eds.), English computer corpora (pp. 245-256). Berlin: Mouton de Gruyter.
Ludeling, A., & Kyto, M. (2008). Corpus linguistics: An international handbook. Berlin: Mouton De.
Marrow, A. J. (1977). The practical theorist: The life and work of Kurt Lewin. New York: Teachers College Press.
Mauranen, A. (2004). Spoken corpus for an ordinary learner. In How to use corpora in language teaching (pp. 89-105). Amsterdam: John Benjamins.
Mayor, M. (2009). Longman dictionary of contemporary English (Vol. 5). Delhi: Pearson Education India.
McCarthy, M. (1998). Spoken language and applied linguistics. Cambridge: Cambridge University Press.
McCarthy, M. (2001). Issues in applied linguistics. Cambridge: Cambridge University Press.
McEnery, T., Xiao, R., & Tono, Y. (2006). Corpus-based language studies: An advanced resource book. London, UK: Taylor & Francis.
Mukherjee, J. (2004). Bridging the gap between applied corpus linguistics and the reality of English language teaching in Germany. Connor/Upton, 239-250.
Nation, I. S. (2001). Learning vocabulary in another language. Stuttgart: Ernst Klett Sprachen.
Nesselhauf, N. (2004). Learner corpora and their potential for language teaching. In How to use corpora in language teaching. Amesterdam: John Benjamins.
Nunan, D. (1988). Syllabus design. Oxford. Oxford University Press.
Özdemir, N. Ö. (2014). Using corpus data to teach collocations in medical English. Journal of Second Language Teaching & Research, 3(1), 37-52.
Pereira, L. A. S. (2004). The use of concordancing in the teaching of Portuguese. In How to use corpora in language teaching. Amesterdam: John Benjamins.
Porter, D., & Roberts, J. (1981). Authentic listening activities. ELT Journal, 36(1), 37-47.
Reppen, R. (2010). Using corpora in the language classroom. Cambridge. Cambridge University Press.
Rundell, M. (2002). MacMillan English dictionary for advanced learners. New York City: MacMillan.
Swaffar, J., & A. Vlatten (1997). A sequential model for video viewing in the foreign language curriculum. The Modern Language Journal, 81(2), 175-185.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in Second Language Acquisition, 15, 165-179.
Scheffler, I. E. (2011). Mitochondria. New York, USA: John Wiley & Sons.
Scott, M., & Tribble, C. (2006). Textual patterns: Key words and corpus analysis in language education (Vol. 22). Amesterdam: John Benjamins Publishing.
Shaw, P. (1991). Science research students’ composing processes. English for Specific Purposes, 10(3), 189-206.
Sinclair, J. (1987). Collins Cobuild English language dictionary. New York City: HarperCollins.
Sinclair, J. (1991). Corpus, concordance, collocation. Oxford. Oxford University Press.
Sinclair, J. McH. (1999). The lexical item. In E. Weigand (Ed.), Contrastive lexical semantics (pp. 1-24). Amsterdam: John Benjamins.
Sinclair, J. M. (Ed.). (2004). How to use corpora in language teaching (Vol. 12). Amesterdam: John Benjamins Publishing.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Smith, S., Chen, A., & Kilgarriff, A. (2008). A corpus query tool for SLA: Learning mandarin with the help of Sketch Engine. In B. Lewandowska-Tomaszczyk (Ed.), Corpus linguistics, computer tools, and applications: State of the art (pp. 673-686). Frankfurt: Peter Lang.
Stubbs, M. (2001). Words and phrases: Corpus studies of lexical semantics. Oxford: Blackwell Publishers.
Stubbs, M. (2007). An example of frequent English phraseology: distributions, structures and functions. Language and Computers, 62(1), 89-105.
Svartvik, J. (1980). Well in conversation. Studies in English Linguistics for Randolph Quirk, 5, 167-177.
Swaffar, J. K. (1985). Reading authentic texts in a foreign language: A cognitive model. The Modern Language Journal, 69(1), 15-34.
Swales, J. (2001). Integrated and fragmented worlds: EAP materials and corpus linguistics. In J. Flowerdew (Ed.), Academic discourse (pp. 153-167). London: Longman
Tomlinson, B. (2011). Materials development in language teaching. Cambridge. Cambridge University Press.
Tomlinson, B. (2013). Applied linguistics and materials development. Edinburgh: A&C Black.
Vongpumivitch, V., Huang, J. Y., & Chang, Y. C. (2009). Frequency analysis of the words in the Academic Word List (AWL) and non-AWL content words in applied linguistics research papers. English for Specific Purposes, 28(1), 33-41.
Widdowson, H. (1978). Teaching language as communication. Oxford: Oxford University Press.
Widdowson, H. G. (1979). The authenticity of language data. In Explorations in applied linguistics (pp. 163-172). Oxford: Oxford University Press.
Widdowson, H. (2007). Un-applied linguistics and communicative language teaching. International Journal of Applied Linguistics, 17(2), 214-220.
Willis, J. (1996). A framework for task-based learning. London: Longman.
Willis, D., & Willis, J. (1996). Consciousness-raising activities in the language classroom. In Willis, J. and Willis, D. (Eds.), Challenge and change in language teaching. Oxford: Heinemann ELT.
Xie, Q. (2015). Recent developments in corpus linguistics and corpus-based Research/Department of Linguistics and Modern Language Studies at the Hong Kong Institute of Education. Language Teaching, 48(1), 156-160.
Zorzi, D. (2001). The pedagogic use of spoken corpora: Introducing corpus concordancing in the classroom. In G. Aston (Ed.), Learning with corpora (pp. 85-107). Bologna: CLUEB.