Abstract
The increasing popularization of technological devices over the years has considerably changed our personal, professional and academic lives. Our work in the field of Teaching English to Speakers of Other Languages (TESOL) is no exception to this rule. Computers, more specifically, have had a pervasive influence in relation to both the “T” and “E” in TESOL. The advent of personal computers in the 1980s (as well as of subsequent similar devices like laptops) has facilitated investigations of electronic collections of texts representing an entire language or one of its varieties/uses – a field known as Corpus Linguistics (CL).
CL has advanced our knowledge and understanding of English, and it can have an invaluable pedagogical impact. Over 35 years ago, Johns pioneered the link between CL and language learning by proposing the principles of data-driven learning (DDL). DDL places learners at the center and encourages them to take charge of their own learning through corpus investigations. To date, however, TESOL professionals and students have not fully embraced corpora into their practices yet.
The present chapter discusses how language patterns such as collocation can be identified in freely available online corpora and how direct use of corpora in the classroom can impact educational contexts. The chapter also presents the structure of the book and its target readership.
CL has advanced our knowledge and understanding of English, and it can have an invaluable pedagogical impact. Over 35 years ago, Johns pioneered the link between CL and language learning by proposing the principles of data-driven learning (DDL). DDL places learners at the center and encourages them to take charge of their own learning through corpus investigations. To date, however, TESOL professionals and students have not fully embraced corpora into their practices yet.
The present chapter discusses how language patterns such as collocation can be identified in freely available online corpora and how direct use of corpora in the classroom can impact educational contexts. The chapter also presents the structure of the book and its target readership.
Original language | English |
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Title of host publication | Teaching English with Corpora |
Subtitle of host publication | A Resource Book |
Editors | Vander Viana |
Place of Publication | London |
Publisher | Routledge |
Chapter | I |
Pages | 3-30 |
Number of pages | 28 |
ISBN (Print) | 9781032252971, 9781032252995 |
DOIs | |
Publication status | E-pub ahead of print - 26 Oct 2022 |
Keywords / Materials (for Non-textual outputs)
- corpora
- corpus Linguistics
- corpus analysis
- online corpora
- data-driven learning (DDL)
- teaching English to speakers of other languages
- teaching English as a foreign language
- English as a foreign language