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Corpora and Language Education [Kietas viršelis]

  • Formatas: Hardback, 347 pages, aukštis x plotis: 216x140 mm, weight: 652 g, XV, 347 p., 1 Hardback
  • Serija: Research and Practice in Applied Linguistics
  • Išleidimo metai: 12-Dec-2011
  • Leidėjas: Palgrave Macmillan
  • ISBN-10: 1403998922
  • ISBN-13: 9781403998927
Kitos knygos pagal šią temą:
Corpora and Language EducationDidesnis paveikslėlis
  • Formatas: Hardback, 347 pages, aukštis x plotis: 216x140 mm, weight: 652 g, XV, 347 p., 1 Hardback
  • Serija: Research and Practice in Applied Linguistics
  • Išleidimo metai: 12-Dec-2011
  • Leidėjas: Palgrave Macmillan
  • ISBN-10: 1403998922
  • ISBN-13: 9781403998927
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781403998927.html
Raktažodžiai:
Corpora and Language Education critically examines key concepts and issues in corpus linguistics, with a particular focus on the expanding interdisciplinary nature of the field and the role that written and spoken corpora now play in the fields of professional communication, teacher education, translation studies, lexicography, literature, critical discourse analysis and forensic linguistics. The book also presents a series of corpus-based case studies illustrating central themes and best practices in the field.
List of Figures
xii
List of Tables
xiii
General Editors' Preface xiv
Acknowledgements xv
Part I Key Concepts and Approaches
1 Definition, Purposes and Applications of Corpora
3(33)
1.1 Definition of a corpus
3(5)
1.1.1 Corpus vs database
7(1)
1.1.2 Corpus vs Web
7(1)
1.2 Why corpora?
8(22)
1.2.1 Frequency data
9(9)
1.2.2 Collocational data
18(10)
1.2.3 Colligational data
28(2)
1.2.4 Lexico-grammatical patterning
30(1)
1.3 Why not corpora?
30(4)
1.3.1 Summary of main limitations
30(2)
1.3.2 Difficulties with interpretation
32(2)
1.4 General applications of corpus findings
34(2)
1.4.1 Well-established applications
34(1)
1.4.2 More recent applications
34(2)
2 Historical and Conceptual Background of Corpus Linguistics: Evolutionary, Revolutionary or Counter-Revolutionary?
36(17)
2.1 Evolutionary
36(3)
2.1.1 Language corpora BC
36(2)
2.1.2 Language corpora AD
38(1)
2.2 Revolutionary and counter-revolutionary
39(14)
2.2.1 Competence vs performance
40(1)
2.2.2 Introspection and intuition vs attested instances of authentic language
41(5)
2.2.3 Grammaticality vs acceptability
46(3)
2.2.4 Creativity vs formulaicity
49(4)
3 Approaches to Corpus Linguistics
53(28)
3.1 Main British traditions in corpus linguistics: probabilistic approach to grammar and neo-Firthian approach
53(12)
3.1.1 Methodological issues in the neo-Firthian approach
55(1)
3.1.2 Identification of phraseological units
56(6)
3.1.3 Relationship between phraseological units and cognitive linguistics
62(3)
3.2 Systemic-functional grammar (SFG) approach
65(3)
3.2.1 SFG approach vs phraseological approach
65(2)
3.2.2 SFG and corpus analysis
67(1)
3.3 Multidimensional approach
68(5)
3.3.1 Multidimensional approach: theory and methodology
69(1)
3.3.2 Lexical bundles
70(2)
3.3.3 Vocabulary-based discourse units (VBDUs)
72(1)
3.4 Sociolinguistic approach of the Nottingham School
73(8)
3.4.1 Contexts and interactional types in a sociolinguistic corpus
73(1)
3.4.2 Sociolinguistic-motivated analyses
74(7)
Part II The Nexus of Corpus Linguistics, Textlinguistics and Sociolinguistics
4 How is Corpus Linguistics Related to Discourse Analysis?
81(30)
4.1 Is corpus linguistics a theory, a methodology or an approach?
81(2)
4.2 Corpus analysis vs discourse analysis
83(3)
4.3 Discourse analysis: written
86(15)
4.3.1 Genre-based approaches
86(4)
4.3.2 Problem-solution based approach
90(1)
4.3.3 Linguistic devices with discourse functions
90(6)
4.3.4 Critical discourse-based approach
96(5)
4.4 Discourse analysis: spoken
101(4)
4.4.1 Prosodic approach
101(1)
4.4.2 Rhetorical approach
102(3)
4.5 Discourse analysis: multimodal
105(4)
4.5.1 SFL approach
105(1)
4.5.2 Functional approach
106(1)
4.5.3 Situated discourse approach
107(2)
4.6 Discourse analysis: hybridisation of modes
109(1)
4.7 Conclusion
110(1)
5 How is Corpus Linguistics Related to Sociolinguistics?
111(20)
5.1 Definition of sociolinguistics
111(1)
5.2 Corpus studies in the interactional paradigm
112(3)
5.2.1 Conversation analysis perspective
112(2)
5.2.2 Ethnographic perspective
114(1)
5.3 Corpus studies in the variationist paradigm
115(7)
5.3.1 Dialect corpora
116(1)
5.3.2 Varieties of English corpora
116(5)
5.3.3 Variationist `other languages' corpora
121(1)
5.4 Limitations of corpus work in sociolinguistics
122(5)
5.4.1 Operationalisation of sociolinguistic theories into measurable categories for corpus investigations
123(2)
5.4.2 Encoding of sociolinguistic data using current software
125(1)
5.4.3 Sociolinguistic sampling procedures in corpus compilation
126(1)
5.5 Conclusion
127(4)
Part III Applications of Corpora in Research and Teaching Arenas
6 Applying Corpus Linguistics in Research Arenas
131(59)
6.1 English as a lingua franca (ELF) research
131(5)
6.1.1 Definition and status of ELF
132(1)
6.1.2 Corpus projects on ELF
133(2)
6.1.3 Regional ELFs in intercultural communication
135(1)
6.2 Research in business and health care contexts
136(10)
6.2.1 Interactions in the business context
136(6)
6.2.2 Interactions in the health care context
142(3)
6.2.3 Implications and future directions
145(1)
6.3 Forensic linguistics research
146(4)
6.3.1 Corpora for attribution of authorship
146(2)
6.3.2 Corpora for the analysis of courtroom discourses
148(2)
6.4 Corpus stylistics research
150(12)
6.4.1 Role of corpus linguistics in literary stylistics
150(2)
6.4.2 Literary criticism
152(4)
6.4.3 Creative use of language
156(4)
6.4.4 Stylistic variation
160(2)
6.4.5 Cautions and future directions
162(1)
6.5 Translation studies research
162(6)
6.5.1 Types of translation corpora
163(1)
6.5.2 Corpora and translation universals
164(3)
6.5.3 Corpora and creative use of language
167(1)
6.6 Learner corpora and SLA research
168(8)
6.6.1 Learner corpora: interlanguage features
169(1)
6.6.2 Learner corpora: written
170(1)
6.6.3 Learner corpora: spoken
171(1)
6.6.4 Contrastive interlanguage analysis
172(1)
6.6.5 Corpora in second language acquisition (SLA) research
173(3)
6.6.6 Concluding remarks
176(1)
6.7 Corpora for lexicographic purposes
176(7)
6.7.1 Corpus compilation
177(1)
6.7.2 Corpus annotation
178(1)
6.7.3 Corpus utilisation
179(2)
6.7.4 Dilemmas for lexicographers
181(1)
6.7.5 Concluding remarks and future directions
182(1)
6.8 Corpora for testing purposes
183(7)
6.8.1 Enhancement of language testing and assessment materials
183(1)
6.8.2 Applications at the international level
183(4)
6.8.3 Applications at the national/institutional level
187(1)
6.8.4 Future prospects
188(2)
7 Applying Corpus Linguistics in Teaching Arenas
190(43)
7.1 The pedagogic relevance of corpora: some key issues
190(2)
7.2 Pedagogical corpus applications: indirect and direct
192(11)
7.2.1 Indirect applications
193(4)
7.2.2 Direct applications (DDL)
197(6)
7.3 Potential impediments to DDL
203(4)
7.3.1 Corpora and tools
204(1)
7.3.2 Strategy training for learners
205(1)
7.3.3 Evaluation of corpus methodology
206(1)
7.4 Under-represented corpora for pedagogy
207(9)
7.4.1 Corpora of other languages
207(1)
7.4.2 Multimodal corpora
208(1)
7.4.3 Learner corpora
209(2)
7.4.4 Corpora for L1 learners
211(1)
7.4.5 ELF corpora
212(3)
7.4.6 Bilingual corpora
215(1)
7.5 Corpora in teaching translation
216(5)
7.5.1 Learning to use corpora to translate
217(3)
7.5.2 Learning to translate using corpora
220(1)
7.6 Corpora in teacher education
221(10)
7.6.1 Teaching about corpora
221(2)
7.6.2 Teaching through corpora
223(5)
7.6.3 Teaching with corpora
228(1)
7.6.4 Corpora in EAP/ESP teacher education
229(1)
7.6.5 Concluding remarks and future directions
230(1)
7.7 Corpora in teaching literary analysis
231(2)
7.7.1 Initiatives in using corpora
231(1)
7.7.2 Arguments against a corpus-based approach
231(2)
8 Research Cases
233(40)
8.1 Comparison of oral learner and native-speaker corpora from a phraseological perspective
234(4)
8.1.1 Aims
234(1)
8.1.2 Corpora and methodology
234(1)
8.1.3 Results and analysis
235(2)
8.1.4 Commentary
237(1)
8.1.5 Further research
237(1)
8.2 Comparison of native and non-native speaker learner corpora from a move structure and pragmatic perspective
238(3)
8.2.1 Aims
238(1)
8.2.2 Corpora and methodology
238(1)
8.2.3 Results and analysis
239(1)
8.2.4 Commentary
240(1)
8.2.5 Further research
241(1)
8.3 Comparison of expert corpora from an intercultural perspective
241(4)
8.3.1 Aims
242(1)
8.3.2 Corpora and methodology
242(1)
8.3.3 Results and analysis
243(1)
8.3.4 Commentary
244(1)
8.3.5 Further research
245(1)
8.4 Investigation of collocational behaviour from a social psychological perspective
245(5)
8.4.1 Aims
246(1)
8.4.2 Corpora and methodology
246(2)
8.4.3 Results and analysis
248(1)
8.4.4 Commentary
249(1)
8.4.5 Further research
250(1)
8.5 Comparison of media corpora from a discourse-analytic perspective
250(3)
8.5.1 Aims
251(1)
8.5.2 Corpora and methodology
251(1)
8.5.3 Results and analysis
252(1)
8.5.4 Commentary
252(1)
8.5.5 Further research
253(1)
8.6 Investigation of lexico-grammar constituting discursive practices in an international workplace setting
253(4)
8.6.1 Aims
254(1)
8.6.2 Corpora and methodology
254(1)
8.6.3 Results and analysis
255(1)
8.6.4 Commentary
256(1)
8.6.5 Further research
256(1)
8.7 Analysis of a corpus of adolescent e-mails in health communication
257(3)
8.7.1 Aims
257(1)
8.7.2 Corpora and methodology
257(1)
8.7.3 Results and analysis
258(1)
8.7.4 Commentary
259(1)
8.7.5 Further research
259(1)
8.8 Investigation on the effectiveness of corpus-based vs traditional teaching materials
260(3)
8.8.1 Aims
260(1)
8.8.2 Corpora and methodology
260(1)
8.8.3 Results and analysis
261(1)
8.8.4 Commentary
262(1)
8.8.5 Further research
262(1)
8.9 Evaluation of a bilingual corpus
263(3)
8.9.1 Aims
263(1)
8.9.2 Corpora and methodology
263(1)
8.9.3 Results and analysis
264(1)
8.9.4 Commentary
265(1)
8.9.5 Further research
265(1)
8.10 Creation and evaluation of a Needs-Driven Spoken Corpus for academic seminars
266(3)
8.10.1 Aims
267(1)
8.10.2 Corpora and methodology
267(1)
8.10.3 Results and analysis
268(1)
8.10.4 Commentary
268(1)
8.10.5 Further research
269(1)
8.11 Conclusion
269(4)
Part IV Resources
9 Key Sources
273(9)
9.1 Books
273(1)
9.2 Edited collections
274(3)
9.3 Handbooks
277(1)
9.4 Journals
277(2)
9.4.1 Corpus linguistic journals
277(1)
9.4.2 Related journals
278(1)
9.5 Principal corpus linguistic conferences and associations
279(1)
9.5.1 SIGs (special interest groups)
279(1)
9.6 Key Internet sites
280(1)
9.7 Sites for concordancers, search engines and text-analysis tools
280(1)
9.8 E-mail lists
281(1)
References 282(38)
Glossary 320(5)
Author Index 325(7)
Subject Index 332
LYNNE FLOWERDEW teaches at the Hong Kong University for Science and Technology, Hong Kong. She specialises in corpora use in language for special purposes and has published widely in different areas of corpus linguistics.