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Author:   Vander Viana (University of Stirling, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.889kg
ISBN:  

9781032252995

ISBN 10:   1032252995
Pages:   368
Publication Date:   26 October 2022
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Table of contents List of figures List of tables List of abbreviations List of appendices Acknowledgements At-a-glance chapter taxonomy Introduction Corpora in and for TESOL Vander Viana Part A: English for General Purposes Using concordance lines to teach participial adjectives Sean Sutherland Starting out with phrasal verbs Rosie Harvey & Irene Marín Cervantes Teaching collocations with ‘Survey Says’ Robin Sulkosky A grand problem and a jolly solution: Unmasking false friends with corpus analysis Natalie Finlayson Raising awareness of first-language interference using parallel corpora of subtitles Elen Le Foll If you speak English, take one step forward: Teaching conditionals through kinesthetic activities Riah Werner Preposition repair: Empowering learners to fix their errors Amy Tate KWIC searches for quick answers: Solving word choice problems Pamela Everly She said she told him: Patterning in reported speech Michael H. Brown Using VocabProfilers to select texts for extensive reading activities Thi Ngoc Yen Dang Talking about the weather: Exploring adjective use with Sketch Engine for Language Learning John Williams Food talks: Using corpus data to link cooking methods with types of food Vander Viana Profiling let and make with the Corpus of Contemporary American English Ben Naismith Corpus exploration of phrasal and Latinate verbs Eric Nicaise Minimal prep quizzes: Using online corpora to foster vocabulary learning Nick Canning Helping learners identify high-frequency words Shoaziz Sharakhimov & Ulugbek Nurmukhamedov Writing online reviews Natalia Mora-López Exploring similes in corpus data Natalie Finlayson Exploring register variation in the use of indefinite pronouns Irina Pandarova Using corpora to explore varieties of English Natalie Finlayson Searching for frequent words for pronunciation activities Roger W. Gee Abstract nouns in picture descriptions Tomáš Mach Tell me what your collocates are and I will tell you who you are Tülay Dixon & Daniel Dixon I feel kinda blah! Investigating language use in blogs Maristella Gatto I see what you mean: Exploring figurative uses of language Sally Zacharias & Jane Evison I was able to learn a new point: Examining the difference between could and was/were able to Martha Michieka & Theresa McGarry Learning about words in use with StringNet Navigator Anastasiia Kryzhanivska Investigating adverbials in British English: Although vs. though in spoken and written language Lu Lu Using Voyant Tools to enhance learners’ reflections on their writing Nausica Marcos Miguel Gender equality in the TESOL classroom: Exploring news stories from around the world Vander Viana Phrasal verbs in use: Investigating meaning and form Vander Viana Keywords in amateur online film reviews Chad Langford & Joshua Albair Formulaic language in amateur online film reviews Chad Langford & Joshua Albair Exploring semantic prosody with trainee teachers Jenny Kemp & Luke Timms A smile which melted her heart: Exploring metaphors in English corpora Wendy Anderson Small words? Discourse markers in spoken language Loretta Fung I’m so sorry: Intensification in American English across time Anne Barron Thanking and responding to thanks in American English: Language patterning and contextual appropriateness Anne Barron Whilst I do not object, I strongly believe... Exploring spoken argumentative and persuasive discourse Elen Le Foll Register variation in newspapers: Working with multidimensional analysis in English language teacher education Vander Viana Part B: English for Specific Purposes Exploring terms in English for specific purposes Nicole Brun-Mercer Teaching verbs using learner-compiled corpora Peter Dye Is there a better choice? Verb-noun combinations in academic writing Valdenia Almeida, Barbara Malveira Orfanò & Deise Dutra Problem and solution markers: Exploring lexical combinations Eman Elturki Cloze exercises for mixed-ability groups: Using the Academic Word List Gapmaker Loretta Fung Signaling transitions in academic writing Nicole Brun-Mercer Boosting your message: Using adverbs for impact in business writing Linda Slattery, Catherine Prewett-Schrempf, Andrew Pullen & Matthew Urmston Using the British National Corpus to teach phrases from spoken and academic English Paweł Szudarski Using keyness to teach about academic speaking Michael Suhan & Kyle Lucas Teaching small-group academic discussions Valeriia Bogorevich & Elnaz Kia Which words should I look up? Identifying unknown high-frequency words in English for academic purposes Jenny Kemp & Laurence Anthony Reflecting and acting on academic vocabulary use Katie Mitchell Burrows Which verb should I use? Disciplinary variation in reporting verbs Joseph J. Lee Using Google Scholar to support lexical choices in English for academic purposes Ulugbek Nurmukhamedov & Randall Sadler Exploring collocations in the Corpus of Contemporary American English Sharon Hartle How can I be more specific in my writing? Exploring relative pronouns in English for academic purposes Jenny Kemp & Laurence Anthony Don’t write like that! Avoiding contractions in academic writing Megan Bruce Climate change or global warming? Analyzing, interpreting and reporting findings Robert Poole Research findings for all: Popular science communication on global challenges Luciano Franco & Vander Viana Exploring the speech act of confirming/verifying information in the Michigan Corpus of Academic Spoken English Ildiko Porter-Szucs Identifying noun–verb patterns in scientific abstracts Mónica Rodríguez-Castro & Spencer Salas Using a concordancer to teach how to write about results Tatyana Karpenko-Seccombe Using corpora to explore vocabulary for writing conclusions Tatyana Karpenko-Seccombe Finding your academic voice: Use of nominalizations in academic writing Megan Bruce Investigating complex noun–noun modification in academic prose Sabrina Fusari Exploring adverbs for cohesion and critical voice Andrew Drummond Exploring discipline-specific and paper-specific vocabulary Anastasiia Kryzhanivska Language patterns and rhetorical moves in research papers Eman Elturki Investigating references to a celebrity in a do-it-yourself obituary corpus Rudy Loock Thanking politely and saying no gracefully to business invitations Lisa Leopold About the contributors Index

Reviews

"""This book does a really admirable job of bridging the gap between theory and practice in computer-aided language learning. It is unique in providing not just a wide range of practical and motivating activities, but also a clear and accessible rationale for each activity. Crucially, this means that readers are equipped with both a set of ideas they can implement immediately and a set of sound principles they can use to design their own activities. Books like this, which foster principled practice, are all too few, and I thoroughly recommend this volume for teachers and teacher educators who would like to gain practical and theoretical understanding of this field."" – Prof Ivor Timmis, Leeds Beckett University. ""This volume is a treasure trove of activities ready for classroom use. Corpus activities are presented in a teacher-friendly, easy to use manner, with topics ranging from General English to English for specific purposes for a variety of levels. A must have for any teacher interested in using corpus resources in their classroom."" – Prof Randi Reppen, Northern Arizona University. ""English language teachers have been waiting a long time for a book like this. It is a wide-ranging and practical resource book that will give teachers so many ideas for using corpora in the classroom in a step-by-step way. This book really will bring corpora into the classroom."" – Dr Anne O’Keeffe, Mary Immaculate College, University of Limerick. ""Corpora have revolutionised research in language and linguistics over the past 50 years, but also have much to offer in practical everyday aspects of language teaching. Teachers do not need to be corpus linguists to benefit from corpus tools in preparing their own materials and activities, but a general awareness of the potential of corpora and their uses should form a substantial part of any language teacher training programme. This book fills a long-standing need for simple, accessible, relevant and inspirational activities that can be used ready-made (many with online handouts) via a step-by-step outline of procedures, or inspire similar activities on related language points. Based on the contributors’ varied experiences and designed with the teacher firmly in mind, each of the 70 chapters is short (usually 3 to 5 pages) and self-contained, and can be dipped into at any point for teaching English for general or specific purposes. And dipping into it is certainly worthwhile, as the range of activities reveals the breathtaking potential of corpora to impact so many different dimensions of language teaching and learning. It soon becomes clear that corpora can help far beyond the obvious vocabulary and lexicogrammar, extending into pragmatics, discourse and pronunciation for all the skills, as well as topic-related content, from selecting level-appropriate texts and authentic examples in different registers or disciplines, to creating stimulating activities for teaching and learning, revising and self-correcting, and so on. I was enthusiastic about this book when I saw the title and aims, more so when I read the list of contributors and then the thoughtful introduction (a chapter in its own right to set the scene and rationale before outlining the book), and finally thrilled when I actually opened the chapters! Some classic activity types alongside so many ideas I would never have thought of, some tools that were new to me and new uses of familiar ones (all of which seem to be freely available), even subverting some non-corpus tools such as Google Scholar. If I were a literary critic, I’d be using phrases like ‘staggering tour de force’; suffice to say that I’ll be getting several copies ordered."" – Prof Alex Boulton, ATILF – CNRS & Université de Lorraine."

This book does a really admirable job of bridging the gap between theory and practice in computer-aided language learning. It is unique in providing not just a wide range of practical and motivating activities, but also a clear and accessible rationale for each activity. Crucially, this means that readers are equipped with both a set of ideas they can implement immediately and a set of sound principles they can use to design their own activities. Books like this, which foster principled practice, are all too few, and I thoroughly recommend this volume for teachers and teacher educators who would like to gain practical and theoretical understanding of this field. - Prof Ivor Timmis, Leeds Beckett University. This volume is a treasure trove of activities ready for classroom use. Corpus activities are presented in a teacher-friendly, easy to use manner, with topics ranging from General English to English for specific purposes for a variety of levels. A must have for any teacher interested in using corpus resources in their classroom. - Prof Randi Reppen, Northern Arizona University. English language teachers have been waiting a long time for a book like this. It is a wide-ranging and practical resource book that will give teachers so many ideas for using corpora in the classroom in a step-by-step way. This book really will bring corpora into the classroom. - Dr Anne O'Keeffe, Mary Immaculate College, University of Limerick. Corpora have revolutionised research in language and linguistics over the past 50 years, but also have much to offer in practical everyday aspects of language teaching. Teachers do not need to be corpus linguists to benefit from corpus tools in preparing their own materials and activities, but a general awareness of the potential of corpora and their uses should form a substantial part of any language teacher training programme. This book fills a long-standing need for simple, accessible, relevant and inspirational activities that can be used ready-made (many with online handouts) via a step-by-step outline of procedures, or inspire similar activities on related language points. Based on the contributors' varied experiences and designed with the teacher firmly in mind, each of the 70 chapters is short (usually 3 to 5 pages) and self-contained, and can be dipped into at any point for teaching English for general or specific purposes. And dipping into it is certainly worthwhile, as the range of activities reveals the breathtaking potential of corpora to impact so many different dimensions of language teaching and learning. It soon becomes clear that corpora can help far beyond the obvious vocabulary and lexicogrammar, extending into pragmatics, discourse and pronunciation for all the skills, as well as topic-related content, from selecting level-appropriate texts and authentic examples in different registers or disciplines, to creating stimulating activities for teaching and learning, revising and self-correcting, and so on. I was enthusiastic about this book when I saw the title and aims, more so when I read the list of contributors and then the thoughtful introduction (a chapter in its own right to set the scene and rationale before outlining the book), and finally thrilled when I actually opened the chapters! Some classic activity types alongside so many ideas I would never have thought of, some tools that were new to me and new uses of familiar ones (all of which seem to be freely available), even subverting some non-corpus tools such as Google Scholar. If I were a literary critic, I'd be using phrases like 'staggering tour de force'; suffice to say that I'll be getting several copies ordered. - Prof Alex Boulton, ATILF - CNRS & Universite de Lorraine.

Author Information

Vander Viana is Associate Professor in Education, directs the Master’s course in TESOL and is the founder/leader of the Language in Education Research Group at the University of East Anglia. His areas of research expertise include corpus linguistics, English for academic purposes, TESOL and language teacher education.

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