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TEACHING I
Hunston (170-197).
Corpora and language teaching, Part 1
1. What is the main idea or goal of
"data-driven learning" (DDL)? (e.g. stop [p*] [v?g*]; fathom; "potent"
argument)
2. Distinguish between the two main types of DDL: using "raw corpora"
and
designing materials
(also)
3. What are the advantages and disadvantages of the "raw corpus" approach?
4. What are the advantages and disadvantages of the "designed materials"
approach?
5. Discuss the "time element" (teacher and student) and how this relates to
DDL
6. How can teachers maximize the benefits (and reduce the shortcomings) of the
DDL approach?
7. What is "reciprocal learning" and how does it relate to parallel corpora?
8. Why do some people feel that reciprocal learning is so valuable? What
are the drawbacks to the approach?
9. What is meant by a "pedagogic corpus"? (paper)
10. Discuss the idea of a "lexical syllabus". How does this compare to a
traditional course design? Why do its supporters feel that it makes a lot of
sense?
11. What are "lexical bundles"? How do they relate to language teaching
and learning?
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12. How do you feel personally about the four issues raised at the end of the
chapter:
A. Corpora don't actually reflect "real language"
anyway, i.e. their authenticity is over-rated
B. It's not wise to be guided only by frequency in
terms of what is taught (first)
C. Language classes focus too much on the language of
just native speakers of that language
D. It makes sense to teach grammar rules, rather than
just focusing on "lexical bundles" and similar pattern-related activities
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TALC:
2020,
2018,
2016,
2014
TEACHING II
Hunston (198-212).
Corpora and language teaching: Specific applications
AcademicWords,
WordAndPhrase/academic
MICASE: MIchigan Corpus
of Academic Spoken English
ICLE: International Corpus of Learner English
(non-English
learner corpora)
CHILDES:
CHIld Language Data Exchange System (e.g.
of
video)
1. What is the general purpose in studying
"English for Academic Purposes" (EAP)?
2. Discuss the two or three main findings of Gledhill's (1995, 1996) studies (format
of standard research paper)
3. To what degree does the language of different academic disciplines vary?
What importance does this have for learners?
4. What is "hedging", what is its function, and how could most learners improve
their use of hedges?
5. How can corpora be used to create language tests? Has there been much done in
this field?
6. What are "learner corpora". What is ICLE?
7. List three or four important findings from learner corpora, in terms of how
learners' language is different from native speakers' language
8. How can the knowledge of phenomena like that in #7 be used to improve
language teaching?
Books
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