British National Corpus in English Language Teaching of University Students

2021 ◽  
Vol 20 (6) ◽  
pp. 174-193
Author(s):  
Nataliia Bober ◽  
Yan Kapranov ◽  
Anna Kukarina ◽  
Tetiana Tron ◽  
Tamara Nasalevych
Keyword(s):  
University Students ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Emotional States ◽  
English Classes ◽  
Word Forms ◽  
Cognitive Semantic ◽  
British National Corpus ◽  
National Corpus

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.

scholarly journals Skinny, Slim, dan Thin: Analisis Berbasis Korpus Kata Sifat Identik dan Implikasinya pada Pengajaran Bahasa Inggris

2019 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Millatul Islamiyah ◽  
Muchamad Sholakhuddin Al Fajri
Keyword(s):  
Data Analysis ◽  
Corpus Linguistics ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Metaphorical Meaning ◽  
Analysis Instrument ◽  
Idiomatic Expressions ◽  
British National Corpus ◽  
National Corpus

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.

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

2019 ◽  
Vol 1 (2) ◽  
pp. 34
Author(s):  
Entusiastik -
Keyword(s):  
Natural Language ◽  
English Language ◽  
Spoken Language ◽  
Corpus Analysis ◽  
English Language Teaching ◽  
Free Access ◽  
Lexical Bundles ◽  
Language Analysis ◽  
British National Corpus ◽  
National Corpus

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.

scholarly journals The Future and challenge of Pragmatics in English Language Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 156-165
Author(s):  
Mazulfah Mazulfah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
Pragmatic Competence ◽  
English Classes ◽  
The Future ◽  
Language Competencies ◽  
Listening And Speaking

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies. 

scholarly journals Critical Pedagogy Trends in English Language Teaching

2021 ◽  
Vol 23 (2) ◽  
pp. 155-165
Author(s):  
Brenda Portilla Quintero ◽  
Jennifer Herrera Molina
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
English Language Teaching ◽  
English Classes ◽  
Teachers And Students ◽  
Mixed Approach ◽  
Meaningful Experiences

This article presents a literature review regarding the latest trends in the inclusion of Critical Pedagogy (CP) in English Language Teaching (ELT) in different countries worldwide and in Colombia, considering its different regions. A review of different articles was conducted by considering four databases that include two regional and two international journal directories in both English and Spanish. The papers were analyzed and discussed from a mixed approach in which four keywords were tracked, and factors such as geographical distribution, as well as the way in which CP was implemented in the studies, were identified. The results of this query show that CP in ELT is an emerging trend, especially in countries where political, social, and economic inequality remains. In the same way, the findings suggest that different strategies regarding curricula analysis, the role of teachers and students as social subjects, among others, have been carried out in order to foster the understanding of this theory and its application and considerations in real-life contexts. Attempts to implement CP in English classes have proven to be meaningful experiences and constructive at developing critical thinking strategies in students.

scholarly journals ANALYZING ENGLISH LANGUAGE TEACHING METHODS

2018 ◽  
pp. 102-109
Author(s):  
Jagdish Joshi ◽  
Tapan Shah
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Abilities ◽  
English Classes ◽  
Teaching Learning ◽  
Language Teaching Methods

In the field of English Language Teaching there have been contentions and counter contentions about the role of various methods, approaches and techniques in learning the language. Throughout the hundreds of years, these strategies and methodologies have been fundamentally all through support in educational programs. Methodology is one of the significant components to actualize the objective of education in showing in teaching learning process especially in English classes. To give the data about wonderful strategies is the primary reason for this logical composition. Since English has been instructed till these days, in this manner, this paper is to improve the information of educational specialists particularly in technique for teaching English. The strategies are explained plainly as far as the standards are concerned. The standards are normal for showing learning process, nature of guidance, taking care of the students' sentiments and feelings, the job of local language of students, the language abilities that are accentuated, and the method for instructor's reaction to students' mistakes.

scholarly journals What do we know, not know, and need to know about ELT in Mexico?

2020 ◽  
Vol 1 (2) ◽  
pp. 7-12
Author(s):  
Paul Davies
Keyword(s):  
Common Core ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
General Situation ◽  
The Third ◽  
English Classes ◽  
Wide Range ◽  
Bilingual Schools

English Language Teaching (ELT) in Mexico covers a wide range of situations and results, from bilingual schools achieving excellent results, through language centres achieving generally good results, to common core English programmes in universities that start students at beginner level for the third or fourth time, after a decade or more of English classes at school, and generally fail to get most students beyond A2 level. Those common core university English programmes and other evidence suggest that most ELT in Mexico, especially school ELT, is failing to achieve worthwhile results. Sadly, we know too little for sure about both the successes and the failures of ELT in Mexico, though we can assume or guess a lot. This article considers what we really know about ELT in Mexico, what we do not know and urgently need to find out in order to radically improve the general situation, and how we might find it out.

An exploration of the structural and colligational characteristics of lexical bundles in L1–L2 corpora for English language teaching

2022 ◽  
pp. 136216882110665
Author(s):  
Toyese Najeem Dahunsi ◽  
Thompson Olusegun Ewata
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
English Language Teaching ◽  
Formulaic Language ◽  
Lexical Bundles ◽  
Syntactic Structures ◽  
Language Universals ◽  
British National Corpus

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.

Renaissance of the Gatekeepers: Establishing a culture of welcome for refugees and asylum seekers at the University of Leicester’s English Language Teaching Unit

2019 ◽  
Vol 9 (1) ◽  
pp. 117-125
Author(s):  
Aleks Palanac
Keyword(s):  
Asylum Seekers ◽  
English Language ◽  
Language Teaching ◽  
Good Practice ◽  
English Language Teaching ◽  
Full Time ◽  
English Classes ◽  
Teaching Unit ◽  
The University ◽  
Refugees And Asylum Seekers

Abstract This report outlines how individuals at the University of Leicester’s English Language Teaching Unit (ELTU) re-evaluated their role as Gatekeepers to the University by implementing new measures to facilitate the admission of a group for whom the gates would typically be shut: refugees and asylum seekers (RASs). It describes how, incrementally and in response to the human stories of individuals who were shut out, these ELTU staff overcame challenges to develop a three-tiered system of support for RASs: free general and academic English classes from beginner to advanced levels; free places on full-time pre-sessional EAP courses to facilitate progression from IELTS 4.0 to IELTS 6.5/7.0; further support and progression opportunities, including access to further study and careers guidance. When being awarded University of Sanctuary status in November 2018, this model was hailed as one of good practice by the awarding committee. The strength of this bottom-up, needs-based approach is that it puts fundamental language needs at the centre, ensuring there is something available for every RAS who wishes to study, and there are clear progression routes available. In this way, no RAS student is turned away from the gates of the academy, and the role of the gatekeeper is recast.

scholarly journals EFL Students’ Perspective on the Usefulness of ICT based Learning in Indonesian Higher Education

2019 ◽  
Vol 6 (2) ◽  
pp. 105
Author(s):  
Muhammad Basri ◽  
Muhammad Azwar Paramma
Keyword(s):  
University Students ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Perception ◽  
Learning Program ◽  
Online Questionnaire ◽  
User Expectations ◽  
Efl Students ◽  
Acceptance Model

The study explores the perception of the EFL students in English Language Teaching through ICT based learning at Universitas Negeri Makassar. It employs a descriptive study using purposive sampling techniques by taking 57 respondents from university students. The online questionnaire used to collect data on the perception of students on the ICT based Learning of English Language Teaching. The method of descriptive in terms of percentage has been used for data processing, and the deduction method has been used to analyze and interpret data. The result of this study indicates the positive perception those university students hold on the use of the Learning Management System in English Language Teaching. Further study can refer to this Acceptance Model in determining a suitable ICT integrated learning program between the reality and user expectations of the program used.

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