Corpora in language teaching and learning

摘要: This timeline looks at explicit uses of corpora in foreign or second language (L2) teaching and learning, i.e. what happens when end-users explore corpus data, whether directly via concordancers integrated into CALL programs, indirectly with prepared printed materials. The underlying rationale is that such contact provides the massive contextualised exposure needed for but a more controlled way than purely haphazard regular reading listening, thus promoting enhancing noticing, awareness, autonomy, ultimately producing ‘better learners’. It interweaves many other notions teaching, from authenticity autonomy to induction constructivism, taking much we know about linguistics itself – its fuzzy, probabilistic nature importance lexical patterns, collocations, chunks, frequencies distributions. Commonly known as data-driven learning DDL (Johns 1990), approach goes back several decades; yet despite impressive pedigree, frequent lament it remains marginal practice. Teachers may not be aware if absent their initial training, see research activity confined higher education. While consultation appear too demanding school-age learners, there are connections web searches already practice many. Though lack uptake sometimes attributed least part dearth empirical research, this claim increasingly difficult defend, witnessed by number entries hundreds others included. For balanced discussion limits well can reasonably achieve, Kaltenbock & Mehlmauer-Larcher (2005).