From Corpus to Classroom: Language use and language teaching
by Anne O'Keeffe , Michael McCarthy , Ronald CarterEdition: 1st
Format: Hardcover
Pub. Date: 2007-05-21
Publisher(s): Cambridge University Press
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Summary
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.
Table of Contents
| Acknowledgements | p. v |
| Preface | p. xi |
| Introduction | p. 1 |
| Introduction: the basics | p. 1 |
| What is a corpus and how can we use it? | p. 1 |
| Which corpus, what for and what size? | p. 3 |
| How to make a basic corpus | p. 5 |
| Basic corpus linguistic techniques | p. 8 |
| Lexico-grammatical profiles | p. 14 |
| How have corpora been used? | p. 17 |
| How have corpora influenced language teaching? | p. 21 |
| Issues and debates in the use of corpora in language teaching | p. 25 |
| Establishing basic and advanced levels in vocabulary learning | p. 31 |
| Introduction | p. 31 |
| Frequency and native-speaker vocabulary size | p. 31 |
| The most frequent words and the core vocabulary | p. 33 |
| The broad categories of a basic vocabulary | p. 37 |
| Chunks at the basic level | p. 46 |
| The basic level: conclusion | p. 46 |
| The advanced level | p. 47 |
| Targets | p. 48 |
| The vocabulary curve | p. 49 |
| The 6,000 to 10,000 word band | p. 50 |
| Meanings and connotations | p. 53 |
| Breadth and depth | p. 54 |
| Lessons from the analysis of chunks | p. 58 |
| Introduction | p. 58 |
| The single word | p. 58 |
| Collocation | p. 59 |
| Strings of words in corpora | p. 60 |
| Phraseology and idiomaticity | p. 62 |
| Looking at corpus data | p. 64 |
| Interpreting the data: chunks and single words | p. 69 |
| Chunks and units of interaction | p. 70 |
| Conclusions and implications | p. 75 |
| Idioms in everyday use and in language teaching | p. 80 |
| Introduction | p. 80 |
| Finding and classifying idioms | p. 82 |
| Frequency | p. 84 |
| Meaning | p. 86 |
| Functions of idioms | p. 87 |
| Idioms in specialised contexts | p. 90 |
| Idioms in teaching and learning | p. 94 |
| Grammar and lexis and patterns | p. 100 |
| Introduction | p. 100 |
| The example of border | p. 102 |
| Grammar rules and patterns: deterministic and probabilistic | p. 104 |
| The get-passive: an extended case study | p. 106 |
| Previous studies of the get-passive | p. 106 |
| Get-passives and related forms | p. 108 |
| Core get-passive constructions in the CANCODE sub-corpus | p. 109 |
| Discussion | p. 113 |
| Grammar as structure and grammar as probabilities: the example of ellipsis | p. 114 |
| Conclusions and implications | p. 115 |
| Grammar, discourse and pragmatics | p. 120 |
| Introduction | p. 120 |
| Non-restrictive which-clauses | p. 120 |
| Previous studies of which-clauses | p. 122 |
| Concordance analysis of which-clauses | p. 122 |
| If-clauses | p. 127 |
| Wh-cleft clauses | p. 130 |
| Bringing the insights together | p. 136 |
| Corpus grammar and pedagogy | p. 137 |
| Listenership and response | p. 140 |
| Introduction | p. 140 |
| Forms of listenership | p. 142 |
| Response tokens across varieties of English | p. 145 |
| Functions of response tokens | p. 148 |
| Conclusions and implications | p. 155 |
| Relational language | p. 159 |
| Introduction | p. 159 |
| Conversational routines | p. 163 |
| Small talk | p. 168 |
| Discourse markers | p. 171 |
| Hedging | p. 174 |
| Vagueness and approximation | p. 176 |
| Conclusions and implications | p. 181 |
| Language and creativity: creating relationships | p. 184 |
| Introduction | p. 184 |
| Spoken language and creativity | p. 184 |
| Corpora and creativity | p. 188 |
| Creative speakers | p. 190 |
| Applications to pedagogy | p. 191 |
| Corpus to pedagogy: creating relationships | p. 192 |
| SUEs and creativity | p. 192 |
| Quantitative and qualitative | p. 196 |
| Conclusions | p. 197 |
| Specialising: academic and business corpora | p. 198 |
| Introduction | p. 198 |
| Written academic English | p. 198 |
| Written academic English: examples of frequency | p. 200 |
| Spoken academic corpora | p. 203 |
| Spoken academic English, conversation and spoken business English | p. 204 |
| The CANBEC business corpus | p. 206 |
| Chunks | p. 210 |
| Problem and its institutional construction in CANBEC | p. 214 |
| Summary | p. 216 |
| Pedagogical implications | p. 216 |
| Exploring teacher corpora | p. 220 |
| Introduction | p. 220 |
| Classroom discourse | p. 222 |
| Frameworks for the analysis of classroom language | p. 222 |
| Applying the frameworks to a corpus of classroom data | p. 229 |
| Looking at questioning in the classroom | p. 233 |
| Teacher corpora in professional development | p. 240 |
| Conclusions and considerations | p. 243 |
| Coda | p. 246 |
| References | p. 249 |
| Appendix 1 | p. 284 |
| Appendix 2 | p. 297 |
| Appendix 3 | p. 301 |
| Author index | p. 305 |
| Subject index | p. 310 |
| Publisher's acknowledgements | p. 314 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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