scholarly journals Material Critique for Touchstone 3rd Edition: on corpus analysis and spoken grammar

2019 ◽  
Vol 1 (2) ◽  
pp. 34
Author(s):  
Entusiastik -

This paper analysed the use of corpus and spoken language features in the English Language Teaching (ELT) coursebook “Touchstone”. The corpus analysis was carried out by using the British National Corpus (BNC) which was chosen for its easy and free access. In doing the spoken language analysis, I refer to McCarthy and Carter’s (2015, p.5) argument which take the grammar of conversation as ‘the benchmark for a grammar of speaking’ by considering features such as ellipsis, heads and teailsm lexical bundles, and vagueness. The analysis indicated that the language used in this coursebook signified a certain level of authentic and natural language, although areas of improvement were also found.

2022 ◽  
pp. 136216882110665
Author(s):  
Toyese Najeem Dahunsi ◽  
Thompson Olusegun Ewata

Multi-word expressions are formulaic language universals with arbitrary and idiosyncratic collocations. Their usage and mastery are required of learners of a second language in achieving naturalness. However, despite the importance of multi-word expressions to mastering a second language, their syntactic architecture and colligational possibilities have received little attention in English language teaching (ELT). This study examined lexical bundles, a type of multi-word expressions, to understand their structure and co-occurrence possibilities with other syntactic elements. It was aided by an automated frequency-driven approach using two corpora, the British component of the British National Corpus – a first language (L1) corpus – and a purpose-built Nigerian Media Discourse corpus – a second language (L2) corpus. Two items of lexical analysis software were used to extract three-word lexical bundles with a minimum of 50 frequencies per corpus. The syntactic structures of the identified lexical bundles were determined, and their in-corpus usages were analysed for their colligational characteristics. Results showed that both corpora had instances of general and genre-specific lexical bundles (LBs) with varying frequencies. Five categories of lexical bundles with different structural patterns and peculiar colligational characteristics were identified in the study. Since lexical bundles are more frequently found in both L1–L2 texts, mastering how they are used will further enhance the teaching of English as a second language. The teaching of lexical bundles as a multi-word expression is therefore recommended in ELT as a way of enhancing learners’ proficiency and naturalness in English.


Author(s):  
Nataliia Bober ◽  
Yan Kapranov ◽  
Anna Kukarina ◽  
Tetiana Tron ◽  
Tamara Nasalevych

The article deals with the application of corpus-based direction in English language teaching of university students, suggested by Ukrainian scholars. The most representative corpus for English language teaching (ELT) is the British National Corpus (BNC), which offers many opportunities (e.g. search for specific word forms, search for word forms by lemmas, search for groups of word forms in the form of syntagms, etc.). The article presents the methodological algorithm of university students' work with the BNC during English classes based on the verbs denoting human emotional states. The methodology of work with BNC consists of three stages: 1) a student has to compile the initial lexicographic register of basic verb denoting emotional states; 2) a student has to measure the frequency of each unit in the corpus usage; and 3) a student has to analyse, described and record all corpus calculations. The main benefits of the findings for the future relevant studies may be described in the following way: the work with corpus tools in ELT is aimed at students performing the following successive steps: 1) processing concordances, 2) calculating the absolute frequency, 3) analysing the left and right valence, and 4) modelling clusters to build cognitive-semantic profiles of the studied units, which will allow university students to understand the essence of every grammatical, lexical, and syntactical unit.


2019 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Millatul Islamiyah ◽  
Muchamad Sholakhuddin Al Fajri

This paper is an exploratory corpus-based investigation into a group of near synonymous adjectives: skinny, slim, and thin. It employs the British National Corpus (BNC) as data and Sketch Engine as data analysis instrument. By using corpus linguistics techniques such as concordance and collocation analysis, it compares the synonymous words’ usage, meaning, and pattern to identify which synonymous words are more appropriate in a certain context. The results suggest that thin has neutral nuance expression and slim tends to carry positive connotation, while skinny is often used by speakers when they want to be more pejorative or deprecating. Moreover, unlike skinny which mainly modifies animate-related nouns, slim is more heterogeneous as they also can modify inanimate-related nouns and when it collocates with inanimate nouns, it often extends its’ meaning into metaphor expression which means ‘small’. Thin is used in many idiomatic expressions and when combined with common words it can also be used to denote metaphorical meaning. These findings can be applied in English language teaching so that students will be able to use the synonymous adjectives in an apt context and to avoid undesirable implication. ABSTRAKPenelitian ini adalah analisis berbasis korpus pada kelompok kata sifat yang hampir sama: “skinny”, “slim”, dan “thin”. Penelitian ini menggunakan British National Corpus (BNC) sebagai data dan Sketch Engine sebagai instrumen analisis data. Dengan menggunakan teknik linguistik korpus seperti konkordansi dan analisis kolokasi, artikel ini membandingkan penggunaan, makna, dan pola kata sinonim untuk mengidentifikasi kata-kata sinonim yang lebih tepat dalam konteks tertentu. Hasilnya menunjukkan bahwa “thin” memiliki ekspresi nuansa netral dan “slim” cenderung membawa konotasi positif, sementara “skinny” sering digunakan oleh pembicara ketika mereka ingin lebih merendahkan atau mencela. Selain itu, tidak seperti “skinny” yang banyak memodifikasi nomina yang berhubungan dengan benda hidup, “slim” lebih heterogen karena mereka juga dapat memodifikasi nomina yang tidak hidup dan ketika ia bertaut dengan kata benda tak hidup, ia sering memperluas maknanya menjadi ekspresi metafora yang berarti “small”/kecil. “Thin” digunakan dalam banyak ekspresi idiomatis dan ketika dikombinasikan dengan kata-kata umum, “thin” juga dapat digunakan untuk menunjukkan makna metaforis. Temuan ini dapat diterapkan dalam pengajaran bahasa Inggris sehingga siswa akan dapat menggunakan kata sifat sinonim dalam konteks yang tepat dan untuk menghindari implikasi yang tidak diinginkan.


2018 ◽  
Vol 19 (2) ◽  
pp. 167-185
Author(s):  
Rachel Allan

Abstract This corpus study compares lexical bundles found in the language input of a selection of historical and current English language teaching materials to see what insights they can give into changes in spoken language use. English teaching texts published between 1905 and 1917 were used to construct a historical corpus, and a collection of English language self-study texts published between 2004 and 2014 were used for comparison. Both groups of texts focused on spoken language. The most frequent three-word lexical bundles extracted from each corpus varied considerably. The contemporary texts showed both a greater use of formulaic language and more syntactic complexity within it, while the historical texts relied on simpler structures. An exploratory analysis of the lexical bundles in the historical texts suggests, however, that viewed in conjunction with other historical sources, they can assist in building a picture of spoken language use of the period.


Author(s):  
Monserrat Martínez Vázquez

In this paper I present an empirical approach to the analysis of the way English speakers conceptualize the communicative process in English. Most linguistic expressions about language in English are surface manifestations of what Reddy termed the "conduit metaphor". Reddy's model implies several interrelated cognitive associations: words are conceived as containers in which speakers introduce their ideas and send them to listeners, who will take these ideas out of these containers. Central to this model is the metaphor words are containers. It has also been claimed that there are other ways of perspectivizing the language process apart from the notion of containment (Vanparys 1995). In fact, Reddy himself notes that there is approximately a 30% of metalanguage not based on the conduit metaphor. The pervasiveness of the container metaphor would reasonably be most directly tested in expressions with the lexeme word. In order to measure what falls inside and outside these containers I carry out a corpus analysis of the lexeme word excerpted from the British National Corpus (BNC). The systematic evidence obtained from a large but delimited corpus gives us more reliable information about the frequency and use of this metaphor than an intuition based analysis or an arbitrary search in multi-source corpora.


2015 ◽  
Vol 48 (4) ◽  
pp. 506-530 ◽  
Author(s):  
Alex Gilmore

Discourse studies is a vast, multidisciplinary, and rapidly expanding area of research, embracing a range of approaches including discourse analysis, corpus analysis, conversation analysis, interactional sociolinguistics, critical discourse analysis, genre analysis and multimodal discourse analysis. Each approach offers its own unique perspective on discourse, focusing variably on text, context or a range of semiotic modes. Together, they provide foreign language teachers and material designers with new insights into language, and are beginning to have an observable impact on published English Language Teaching (ELT) materials. This paper examines the ways in which the four approaches with the strongest links to the ELT profession (corpus analysis, conversation analysis, discourse analysis and genre analysis) have found their way into language learning materials, and offers some suggestions on how discourse studies may influence ELT classrooms in the future.


2015 ◽  
Vol 9 (1) ◽  
pp. 209
Author(s):  
Bei Yang

<p>As an important yet intricate linguistic feature in English language, synonymy poses a great challenge for second language learners. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as an analyzing tool, this article compares the usage of <em>learn</em> and <em>acquire </em>used in natural discourse by conducting the analysis of concordance, collocation, word sketches and sketch difference. The results show that different functions of SkE can make different contributions to the discrimination of <em>learn</em> and <em>acquire</em>. Pedagogical implications are discussed when the results are introduced into the classroom.</p>


1999 ◽  
Vol 4 (1) ◽  
pp. 29-52 ◽  
Author(s):  
Ylva Berglund

The British National Corpus (BNC) contains a spoken component of about 10 million words, consisting of spoken language of various kinds produced by different speakers in a variety of situations. Starting from an end-user s perspective, this paper surveys the potential of this resource and some possible problems one might encounter if not fully versed in the details of the compilation and coding plans. Among the issues touched upon are questions relating to the composition of the component, the transcription principles employed, and points relating to the nature and coverage of the mark-up. By way of illustration, examples are drawn from a case study of the variant forms gonna and going to.


Author(s):  
Alaa Alzahrani

Current English Language Teaching (ELT) textbooks have largely adopted the communicative approach by using authentic materials to foster EFL students’ communicative competence. However, the communicative status of Saudi high school English textbooks has been underexplored. One way to assess the authenticity of Saudi EFL textbooks is by considering their use of a frequent linguistic item known as lexical bundles. Thus, the present study investigated whether the lexical bundles in communicative Saudi high school textbooks are representative of conversational English. This comparative corpus study used a lexical bundle approach to compare the ten most frequent lexical bundles in the textbooks to those in an English reference corpus. Results show that three and four-word lexical bundles are less frequent in the textbooks compared to the reference corpus and that there is considerable variation in the structural and functional patterns of the bundles in the two corpora. Pedagogical implications are discussed in light of the findings.


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