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Corpus Data across Languages and Disciplines

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Piotr Pezik

Over the recent years corpus tools and methodologies have gained widespread recognition in various areas of theoretical and applied linguistics. Data lodged in corpora is explored and exploited across languages and disciplines as distinct as historical linguistics, language didactics, discourse analysis, machine translation and search engine development to name but a few. This volume contains a selection of papers presented at the 8 th edition of the Practical Applications in Language and Computers conference and it is aimed at helping a wide community of researchers, language professionals and practitioners keep up to date with new corpus theories and methodologies as well as language-related applications of computational tools and resources.

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Creating Corpus-Driven Teaching and Learning Resources for Secondary School Grammar Teaching: Bas Aarts, Dan Clayton and Sean Wallis

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Creating Corpus-Driven Teaching and Learning Resources for Secondary School Grammar Teaching Bas Aarts, Dan Clayton and Sean Wallis Abstract In this article we describe a project at the Survey of English Usage, University College London which aims to build a web-based teaching and learning platform for teachers and students in secondary schools. The platform will consist of an interactive structured English language course with lesson modules, exercises, projects, etc. which dynamically access the parsed British Component of the International Corpus of English (ICE-GB). We will show how the corpus can be used in delivering lesson materials in secondary school classrooms. Keywords Grammar, grammar teaching, corpora, language teaching in schools Introduction The English language plays a very important role in the British National Curriculum (NC). Great demands are made of teachers at secondary schools to teach complex linguistic and grammatical concepts, as laid down in the NC. They have understandable difficulties with this, given the very limited linguistic training they have received at teacher training college The teachers’ students also have difficulties with learning complex grammatical concepts, because typically, in the tradition of grammar teaching, invented examples are used. Students find these difficult to relate to real linguistic settings and almost impossible to apply to their own language production. Regarding the lack of expertise in grammar teaching Hudson and Walmsley write: Most younger teachers know very little grammar and are suspicious of explicit grammar teaching. Not surprisingly, therefore, new recruits entering teacher-training courses typically either know very little grammar (Williamson and...

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