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"Flowerdew, Lynne"
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Corpora and language education
\"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\"-- Provided by publisher.
Book
Learner corpus research : new perspectives and applications
This volume showcases original, agenda-setting studies in the field of learner corpus research of both spoken and written production. The studies have important applications for classroom pedagogy. The volume brings readers up-to-date with new written and spoken learner corpora, often looking at previously under-examined variables in learner corpus investigations. It also demonstrates innovative applications of learner corpus findings, addressing issues such as the effect of task, the effect of learner variables and the nature of learner language. The volume is of significant interest to researchers working in corpus linguistics, learner corpus research, second language acquisition and English for Academic and Specific Purposes, as well to practitioners interested in the application of the findings in language teaching and assessment.
Book
Corpus-based analyses of the problem-solution pattern : a phraseological approach
This book reports research on the Problem-Solution rhetorical pattern, which has to date received very little attention in corpus-based studies. Insights from genre analysis and systemic-functional grammar are also applied to the analysis of the Problem-Solution pattern, thus moving towards a more multi-faceted analysis of corpus data. The pattern is investigated in two specialized corpora of technically-oriented report writing, a professional corpus and a student corpus, using a key word and key-key word analysis. Phraseological analyses of key words in both corpora are presented. Data show that students' writing lacks a range of lexico-grammatical patternings for expressing the Problem and Solution elements of the pattern. The book concludes with some pedagogic implications and applications of the findings. Suggested concordancing activities are discussed within the context of key issues in the field of data-driven learning.
eBook
Corpus-based research and pedagogy in EAP: From lexis to genre
This plenary paper showcases current corpus-based research on written academic English, illustrating the tight links that exist between corpus research and pedagogic applications. I first explicate Sinclair's concept of the ‘lexical approach’, which underpins much corpus research and pedagogy. I then discuss studies which focus on individual lexical items, phraseology (including lexical bundles) and rhetorical functions. Finally, I examine studies that combine Swalesian move structure analysis with corpus analysis. Throughout the paper, I highlight the importance attached to lexis in both corpus research and pedagogic applications of corpus findings in the realm of written discourse in English for Academic Purposes (EAP), covering both general and more specific purposes.
Journal Article
Exploiting a corpus of business letters from a phraseological, functional perspective
This paper illustrates how a freely available online corpus has been exploited in a module on teaching business letters covering the following four speech acts (functions) commonly found in business letters: invitations, requests, complaints and refusals. It is proposed that different strategies are required for teaching potentially non-face-threatening (invitations, requests) and face-threatening (complaints, refusals) speech acts. The hands-on pedagogic activities follow the ‘guided inductive approach’ advocated by Johansson (2009) and draw on practices and strategies covered in the literature on using corpora in language learning and teaching, viz. the need for ‘pedagogic mediation’, and the ‘noticing’ hypothesis from second language acquisition studies.
Journal Article
