Corpus Linguistics for Korean Language Learning and Teaching (review)

2006 ◽  
Vol 30 (1) ◽  
pp. 128-130
Author(s):  
Jinsook Kim
Keyword(s):  
Language Learning ◽  
Corpus Linguistics ◽  
Korean Language ◽  
Learning And Teaching

scholarly journals Review of corpus tools for vocabulary teaching and learning

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Qing Ma ◽  
Fang Mei
Keyword(s):  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Design Principles ◽  
Careful Consideration ◽  
Classroom Teaching ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Basic Concepts ◽  
Learner Language

Abstract This review aims to introduce corpora as useful tools for facilitating vocabulary teaching and learning. Corpora have long been applied to improve learner language learning, but their direct implication in classroom teaching is rare. This review begins with providing basic concepts related to corpora and then illustrates how corpora can benefit language learning and teaching. To make better use of corpora, careful consideration needs to be given to how to choose an appropriate corpus and what specific corpus search functions should be used. To this end, a new corpus-based language pedagogy (CBLP) is introduced as a new pedagogy to integrate corpora into classroom to facilitate teachers’ teaching. CBLP blends corpus linguistics with classroom pedagogy. In addition, four design principles are illustrated to help teachers design effective corpus-based lessons. Finally, a number of important issues are raised to help teachers improve their design of corpus-based lessons.

scholarly journals CORPUS LINGUISTICS: POTENTIALS AND LIMITATIONS

2017 ◽  
Vol 1 ◽  
pp. 297
Author(s):  
Kamariah Yunus
Keyword(s):  
Language Learning ◽  
Computer Technology ◽  
Corpus Linguistics ◽  
English Language ◽  
Computer Assisted ◽  
Systematic Analysis ◽  
Authentic Texts ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
Digital Era

In this digital era, the role of computer technology as a resource for instruction of foreign language learners is increasing as educators recognise the ability of computer technology to produce both independent and collaborative learning environments. Computer technologies, for example the Internet, multimedia, and hypermedia have been introduced in English Language Learning and Teaching (ELLT) to foster language learning process, all of which fall under the category of Computer-Assisted Language Learning (CALL). Corpus linguistics is a systematic analysis of the actual (real) production of language (either spoken or written), in which texts are assembled using computer technology (concordancer) to form a large collection of authentic texts, called a corpus (plural-corpora) that comes in various sizes.  Despite immense research on corpus linguistics in these recent decades, the potentials and limitations of Data-Driven Learning (DDL), the application of corpus linguistics in ELLT have not been widely discussed. Hence, this paper aims to review the potentials and limitations of DDL as a means of opening up opportunities for further studies. This insightful information is highlighted as a means of promoting DDL and producing independent learners in the 21st century classroom.

scholarly journals Application of Learner Corpora to Second Language Learning and Teaching: An Overview

2016 ◽  
Vol 9 (8) ◽  
pp. 46 ◽  
Author(s):  
Qi Xu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Learner Corpus ◽  
Learner Corpora

<p>The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching issues (Granger, 2009). Based on the above components, the present paper first introduces learner corpora, then reviews literature concerning the application of corpus linguistics to SLA by means of contrastive interlanguage analysis, and at last discusses the relationship between learner corpora and foreign language teaching.</p>

Perspectives in applied linguistics

AILA Review ◽  
2004 ◽  
Vol 17 ◽  
pp. 105-132 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Applied Linguistics ◽  
L2 Reading ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Writing Research ◽  
Policy And Planning ◽  
Professional Contexts

This overview focuses on the work of Applied Linguistics in North America with an emphasis on publications in the past 6 years. Follow a brief interpretive section on the nature and status of Applied Linguistics, the article reviews a number of major areas of research in Applied Linguistics. These areas include second language acquisition (and its various sub-domains), L2 reading and writing research, language learning and teaching, language and culture, corpus linguistics, critical perspectives, language assessment, language policy and planning, language uses in professional contexts, and technology in Applied Linguistics. The overview closes with comments on seven possible areas for growth in Applied Linguistics in addition to the mainstream fields noted above.

scholarly journals Corpus linguistics and second/foreign language learning: exploring multiple paths

2011 ◽  
Vol 11 (2) ◽  
pp. 459-477 ◽  
Author(s):  
Fanny Meunier
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Foreign Language Learning ◽  
Future Directions ◽  
Learning And Teaching ◽  
Learner Corpus ◽  
Corpus Linguistic ◽  
Linguistic Research ◽  
Multiple Paths

The aim of this article is twofold: first, to briefly assess the influence that corpus linguistic research has had on second/foreign language learning so far, and second, to suggest future directions for a more coherent and well thought out integration of corpora in instructed settings. In section 1, the influence of native and learner corpus research on second/foreign language learning will be assessed in turn, and some reasons for the overall lack of uptake of corpora in educational contexts will be put forward. In section 2, I will argue that multiple paths will have to be explored for a better integration of corpora in instructed settings. The fact that various - and sometimes even radically opposite - directions will be proposed might appear conflicting at first sight, but it will be demonstrated that opting for a multiplicity of perspectives is the only way to lay the foundations of a healthy cross-fertilizationbetween corpus linguistics and the current multi-faceted language learning and teaching cultures.

Corpus Research Applications in Second Language Teaching

2011 ◽  
Vol 31 ◽  
pp. 205-225 ◽  
Author(s):  
Ute Römer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Language Teaching ◽  
Future Research ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Language Classroom ◽  
Specialized Language

Over the past few decades, corpora have not only revolutionized linguistic research but have also had an impact on second language learning and teaching. In the field of applied linguistics, more and more researchers and practitioners treasure what corpus linguistics has to offer to language pedagogy. Still, corpora and corpus tools have yet to be widely implemented in pedagogical contexts. The aim of this article is to provide an overview of pedagogical corpus applications and to review recent publications in the area of corpus linguistics and language teaching. It covers indirect corpus applications, such as in syllabus or materials design, as well as direct applications of corpora in the second language classroom. The article aims to illustrate how both general and specialized language corpora can be used in these applications and discusses directions for future research in applied corpus linguistics.

scholarly journals Corpus Linguistics

2014 ◽  
pp. 1129-1144
Author(s):  
Angeline M. Madongonda ◽  
Sithembeni Denhere
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Rural Areas ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Computer Aided

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students' (and teachers') ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

Corpus Linguistics

2014 ◽  
pp. 174-189
Author(s):  
Angeline M. Madongonda ◽  
Sithembeni Denhere
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Rural Areas ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Computer Aided

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students’ (and teachers’) ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

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