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Words that matter in L2 research and pedagogy:A corpus-linguistics perspective
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Examining vocabulary acquisition through word associations:triangulating the psycholinguistic and corpus-based approaches
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The Trinity Lancaster Corpus:Applications in language teaching and materials development
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Abstract:
Corpora and corpus techniques have long been an important source of knowledge about language; they have also been increasingly used for language teaching purposes. This chapter discusses the role of spoken learner corpora in language pedagogy and in development of language teaching materials. In particular, it focuses on the Trinity Lancaster Corpus (TLC) and its pedagogical applications. With over four million words, the TLC is one of the largest corpora of L2 spoken English, representing language from L2 English speakers engaged in different speaking tasks. The chapter uses data from the TLC to illustrate the use of corpus findings in teaching pragmatics in spoken language use, focusing on three case studies: expression of disagreement, ability to adjust language choice according to linguistic setting, and engaged listenership.
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URL: https://doi.org/10.1075/scl.92.02gab https://eprints.lancs.ac.uk/id/eprint/134322/
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Corpus Linguistics, learner corpora and SLA:employing technology to analyze language use
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The Trinity Lancaster Corpus:Development, Description and Application
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Epistemic stance in spoken L2 English:the effect of task and speaker style
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Exploring learner language through corpora:comparing and interpreting corpus frequency information
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How to produce vocabulary lists? Issues of definition, selection and pedagogical aims:A response to Gabriele Stein
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Phrasal verbs in spoken L2 English:The effect of L2 proficiency and L1 background
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Collocations in corpus-based language learning research:identifying, comparing and interpreting the evidence
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Is There a Core General Vocabulary? Introducing the New General Service List
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Is there a core general vocabulary?:introducing the New General Service List
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Does speaker role affect the choice of epistemic adverbials in L2 speech?:evidence from the Trinity Lancaster Corpus
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