Corpora in the Foreign Language Classroom: Selected Papers from the Sixth International Conference on Teaching and Language Corpora (TaLC 6), University of Granada, Spain, 4-7 July, 2004Encarnación Hidalgo Tenorio, Luis Quereda Rodríguez-Navarro, Juan Santana Rodopi, 2007 - 362 pagini The papers published in this volume were originally presented at the Sixth International Conference on Teaching and Language Corpora (4-7 July 2004 Granada, Spain) and reflect the latest developments that have taken place in the field of the teaching applications of text corpora, with a special emphasis on their use in the foreign language classroom. The book is divided into three main sections. The first section sets the scene for what this collection of essays aims to be. It deals with the issue of what corpus linguistics can do not only for the understanding of the nature of language itself but also for so fundamental and miraculous a matter such as language learning and language acquisition. The second section tackles the issues of corpus design and corpus exploitation and provides the reader with a great variety of evidence in favour of corpora exploitation for the building of a successful teaching environment. The final section deals with practical applications of corpora in the foreign language classroom. Although each of the papers here reports particular experiences in very different teaching and learning contexts, as a whole they show that corpora can be used on the spot in a language teaching context by teachers and learners without extensive training in computational tools, and studies of linguistics features can be tailored to specific pedagogic context and learning requirements. The book represents a solid contribution to linguistic studies and language teaching and it is a good example of the diversity of the scientific lines in which corpus linguistics is involved at the present moment. |
Cuprins
| 3 | |
| 17 | |
| 29 | |
| 31 | |
| 47 | |
06 Lampdf | 71 |
07 Guopdf | 91 |
08 Van RijHeyligerspdf | 105 |
12 Gesuatopdf | 175 |
13 Minughpdf | 191 |
14 Papppdf | 207 |
15 Olivier et alpdf | 221 |
16 Lavidpdf | 237 |
17 LenkoSzymanskapdf | 253 |
18 Cresswellpdf | 267 |
19 Tribblepdf | 289 |
09 Meunier and Gouverneurpdf | 119 |
10 Perez Basanta and Rodriguez Martinpdf | 141 |
10 x III Practical applicationspdf | 159 |
11 Coffeypdf | 161 |
20 Curadopdf | 309 |
20 x IV Afterwordpdf | 327 |
21 Louwpdf | 329 |
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Termeni și expresii frecvente
academic activities adore advanced learners Applied Linguistics approach aspect Aston British National Corpus Cambridge University Press Chinese learners classroom Cobuild cognitive COLLEX collocation communicative concordance concordancing connectors context conversation corpora corpus consultation corpus data corpus linguistics corpus-based crusade dictionaries discourse English language errors evaluation example focus foreign language frequent function grammar grammaticalization ibid interlanguage interview investigation Japanese John kanji keywords language corpora language learning language teaching learner corpus learner English learners of English lexical aspect lexical items lexico-grammatical lexis Longman meaning natural justice near-synonyms paper parallel corpus past progressive patterns pedagogical phraseological phrases proficiency readability reference relevant samples second language acquisition sections semantic prosodies Sinclair situation sorry Spanish speakers specific Table task teachers text coverage textbooks topic tourism industry texts translation verb vocabulary writing
Pasaje populare
Pagina 204 - Soldiers, Sailors and Airmen of the Allied Expeditionary Force: You are about to embark upon the Great Crusade toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of liberty-loving people everywhere march with you.
Pagina 202 - This is more than a political campaign; it is a call to arms. Give me your help, not to win votes alone, but to win in this crusade to restore America to its own people.
Pagina 50 - Every afternoon, as they were coming from school, the children used to go and play in the Giant's garden. It was a large lovely garden, with soft green grass. Here and there over the grass stood beautiful flowers like stars, and there were twelve peach-trees that in the spring-time broke out into delicate blossoms of pink and pearl, and in the autumn bore rich fruit. The birds sat on the trees and sang so sweetly that the children used to stop their games in order to listen to them. "How happy we...
Pagina 346 - A context of situation for linguistic work brings into relation the following categories: A. The relevant features of participants:. persons, personalities. (i) The verbal action of the participants, (ii) The non-verbal action of the participants. B. The relevant objects. C. The effect of the verbal action.
Pagina 50 - they cried to each other. One day the Giant came back. He had been to visit his friend the Cornish ogre, and had stayed with him for seven years. After the seven years were over he had said all that he had to say, for his conversation was limited, and he determined to return to his own castle. When he arrived he saw the children playing in the garden. ' What are you doing here ? ' he cried in a very gruff voice, and the children ran away. ' My own garden is my own garden...
Pagina 18 - My mind seems to have become a kind of machine for grinding general laws out of large collections of facts ; but why this should have caused the atrophy of that part of the brain alone on which the higher tastes depend, I cannot conceive.
Pagina 339 - There's a 'drogulus' over there," and you say "What?" and I say "Drogulus," and you say "What's a drogulus?" Well, I say "I can't describe what a drogulus is, because it's not the sort of thing you can see or touch, it has no physical effects of any kind, but it's a disembodied being." And you say, "Well how am I to tell if it's there or not?
Pagina 337 - Why should we not form a secret society with but one object — the furtherance of the British Empire and the bringing of the whole uncivilised world under British rule; for the recovery of the United States; for making the Anglo-Saxon race but one Empire?
Pagina 340 - The further task of describing the different feelings that the different ethical terms are used to express, and the different reactions that they customarily provoke, is a task for the psychologist. There cannot be such a thing as ethical science, if by ethical science one means the elaboration of a "true