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Class 3

Class 3. Corpora in language teaching. Current t rends in FLT. Communicative Language Teaching Trends within CLT authentic language contextualised language focus on form learner independence/autonomy language awareness. Corpora in FLT. application 1 - a tool for teachers

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Class 3

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  1. Class 3 Corpora in language teaching

  2. Current trends in FLT • Communicative Language Teaching • Trends within CLT • authentic language • contextualised language • focus on form • learner independence/autonomy • language awareness

  3. Corpora in FLT • application 1 - a tool for teachers • application 2 - a tool for learners

  4. Application 1 • More accurate description of language • frequency of words and grammatical features • meanings of words • extended units of meaning – phraseology • collocations • Identifying problematic areas for L2 learners (learner corpora) • Syllabus design (especially ESP courses) • Production of teaching materials • authentic examples • learners’ dictionaries

  5. More accurate description of language • Information on word frequency in dictionaries example from Collins COBUILD Dictionary

  6. frequent word

  7. infrequent word

  8. More accurate description of language • Arrangment order of word meanings examples from Oxford and Longman Dictionaries

  9. OALD 1974 core meaning first

  10. LDCE 2003 • Look at the next slide. Notice which meaning is listed as the first one. Why?

  11. The Academic Wordlist Here is a corpus-based list of words that are particularly frequent in academic English, irrespective of the discipline http://oald8.oxfordlearnersdictionaries.com/academic/

  12. Identification of problematic areas

  13. This/that/these/those • The following slide shows how frequently determiners are used by two groups of Polish upper-intermediate (Comp2) and advanced (Comp4) learners of English as well as native-speaking expert writers – journalists (BNCWA). • Can you see any problems in the use of determiners by Polish learners of English?

  14. The following two slides illustrate possible post-modification patterns of the determiner those. • Study the table. Can you see any differences in the post-modification patterns between Polsih learners of English and native expert writers?

  15. Application 2 • Data-driven learning (Tim Johns, University of Birmingham)students consult a corpus • discovery learning • increases motivation and interest • the results are more lasting

  16. DDL • Option A • the teacher sets the task and asks students to consult • pre-selected citations • unedited concordance lines • the teacher is more in control and knows what students will find

  17. Option A • Presentation stage • looking for examples for a particular word/phrase/structure in a corpus • studying concordance lines to look for different meanings, collocations, colligations or translations (in the case of parallel corpora) • Practice stage • finding missing words in concordance lines

  18. DDL • Option B • the student (together with the teacher) looks for an answer to a particular problem that has arisen from the student’s language use • more open-ended and unpredictable • Tim Johns’ Kibbitzershttp://lexically.net/TimJohns/index.html • MICASE Kibbitzershttp://micase.elicorpora.info/researchers/micase-kibbitzers

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