ISBN:9787302436932
书籍目录
Table of contents
Acknowledgments ix
Key to abbreviations and acronyms xi
A note for the reader xi
CHAPTER 1
Introduction 1
1.1 Why this book? 1
1.2 Corpora and "models" of language 3
1.3 Why ESP settings? 5
1.4 The corpora in this book 6
1.4.1 Small corpora and specialized corpora 6
1.4.2 Description of the corpora used here.
1.5 A word about concordances and concordancing tools 1t
1.6 Which learners? 12
1.7 How the book is organized 13
CHAPTER 2
Corpus linguistics and language teaching and learning: A background 17
2.1 Language corpora in language pedagogy: The 90s debate 17
2.1.1 Critical viewpoints 17
2.1.2 The contribution of corpus analysis to language pedagogy 20
2.2 Corpus analysis as a tool for language teachers 22
2.2.1 Corpus analysis and syllabus design 23
2.2.2 Supporting teachers explanations 25
2.3 Corpus analysis as a tool for language learners 27
2.3.1 The Data-Drivrn Learning approach 27
2.3.2 Question一:Should the teacher guide the learners? 29
2.3.3 Question 2: Learners or researchers? 30
2.3.4 Question 3:Is the result worth the effort? 32
2.4 Conclusion 33
CHAPTER 3
Theoretical premises for teachers and learners 35
3.0 Introduction 35
3.t Learners looking at concordance data: What do they see? 36
3.2 Language as idiom vs. language as a logical system 41
3.3 The contribution of corpus work to a "new" idea
of language compositionality 42
3.3.1 The open-choice principle and the idiom principle 43
3.3.2 The search for units of meaning 44
3.3.3 "Unusuali丫and creativity 47
3.4 Learners, "idioms" and corpus work 49
3.5 Conclusion 50
CHAPTER 4
Corpus work, ESP and language learners 53
4.0 Introduction: From small to specialized corpora 53
4.t ESP and specialised corpora: A happy marriage 55
4.1.1 ESP, quantitative data and corpus analysis:
A natural development 55
4.1.2 ESP and corpus work 56
4.2 Specialised language and specialized teaching purposes 60
4.3 The continuum between specialized and general corpora 63
4.3.1 Register variation across genres句
4.3.2 Identifying specificity 65
4.4 Specialized language corpora and language learning 67
4.5 Conclusion 69
CHAPTER 5
Guiding the learners to work with corpora and corpus data 71
5.0 Introduction 71
5.1 Type of material: Samples vs. examples 72
5.1.1 Task I: Looking at the concordance lines as samples 74
5.2 "What to look for" in a concordance: Recurrence and typicality 76
5.2.1 Task 2: Focusing the students' attention
on recurrent patterns 79
5.3 Correlating output data and corpus texts 81
5.3.1 Task 3: Corpus data and corpus content 82
5.3.2 Follow-up of Task 3: Leading students to create corpora 84
5.4 Conclusion 85
CHAPTER 6
Learners exploring corpora to observe and produce texts:
Spies in action 87
6.o Introduction 87
6.1 Corpora and ESP learners: "Spies" 88
6.2 Using a small corpus of specialized texts to discover
technical concepts go
6.2.1 A medical word: The case of the acronym "RIBA" 91
6.2.2 A word from economics: The case of"bid" 94
6.2.3 Conclusion 98
6.3 From a single corpus to more corpora:
Comparing data 99
6.3.1 How specialized is a specialized word?
The case of the word "disorder.100
6.3.2 Exploring corpora in different languages:
Contrasting English and Italian data 104
6.4 Interacting with "the authorities":
Completing or contrasting explanations from reference
materials and the teacher 109
6.4.1 The case of the progressive tense in medical
research articles 110
6.5 Exploring corpora to produce texts 113
6.5.1 Translating a medical abstract 114
6.5.2 Writing out apolitical speech 118
6.6 Conclusion: From spies to "double-agents"? 123
CHAPTER 7
Concluding remarks 127
7.1 Three answers? 127
7.1.1 If learners are to behave as data analysts, what should be
the role of the teacher? 127
7.1.2 Learners or researchers? 129
7.1.3 Is the effort a worthwhile one? 131
7.a Corpus work and pedagogy: Old or new questions? 133
7.3 Future developments 134
7.3.1 Tools and teaching materials 135
7.3.2 Corpus-based dictionaries and learners 136
7.3.3 Corpus work and teachin州learning skills 137
7.3.4 Serendipity 138
7.3.5 Understanding "deviance”139
7.3.6 Recurrence, deviance and language awareness 141
7.4 A concluding wish 142
APPENDIX 1 145
APPENDIX 2 147
APPENDIX 3 153
APPENDIX 4 157
APPENDIX 5 159
References 165
Index 175
作者简介
本书作者Laura Gavioli是莫德纳和勒佐艾米利亚大学的教授，多年来致力于语料库在语言教学、翻译教学和专门用途英语教学中的应用方面的研究。本书探究了基于语料库的学习方式对ESP教学中二语习得的影响，全书共分七章：引言、语料库语言学和语言教学的背景概况、理论前提、语料库和专门用途英语的关系、教师如何指导学习者研究语料库和数据、学习者探索语料库的过程和语言产出结果，以及结论。本书内容聚焦语料库语言学和专门用途语言的结合点，探讨了数据驱动学习的理论前提，探索了学生自主学习的方法和可行性。结果表明，在教学中使用语料库数据分析的方法，可以引发有关语料库语言学从理论和实践两个角度对教学的意义进行讨论和反思。
本书对于语料库语言学和专门用途语言教学的教材设计者、应用语言学家、教师和学习者都具有很强的理论和实践指导意义。