LEADER 08095nam 2200757Ia 450 001 9910956451803321 005 20200520144314.0 010 $a9786612156229 010 $a9781282156227 010 $a1282156225 010 $a9789027293930 010 $a9027293937 024 7 $a10.1075/scl.21 035 $a(CKB)1000000000244055 035 $a(OCoLC)191937597 035 $a(CaPaEBR)ebrary10103908 035 $a(SSID)ssj0000152294 035 $a(PQKBManifestationID)11910646 035 $a(PQKBTitleCode)TC0000152294 035 $a(PQKBWorkID)10339681 035 $a(PQKB)10628790 035 $a(MiAaPQ)EBC622549 035 $a(Au-PeEL)EBL622549 035 $a(CaPaEBR)ebr10103908 035 $a(CaONFJC)MIL215622 035 $a(OCoLC)237390388 035 $a(DE-B1597)720787 035 $a(DE-B1597)9789027293930 035 $a(EXLCZ)991000000000244055 100 $a20051028d2005 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aExploring corpora for ESP learning /$fLaura Gavioli 205 $a1st ed. 210 $aPhiladelphia $cJohn Benjamins$d2005 215 $a1 online resource (189 p.) 225 1 $aStudies in corpus linguistics,$x1388-0373 ;$vv. 21 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027222923 311 08$a9027222924 320 $aIncludes bibliographical references and index. 327 $aExploring Corpora for ESP Learning -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Key to abbreviations and acronyms -- Introduction -- 1.1. Why this book? -- 1.2. Corpora and "models'' of language -- 1.3. Why ESP settings? -- 1.4. The corpora in this book -- 1.4.1. Small corpora and specialized corpora -- 1.4.2. Description of the corpora used here -- 1.5. A word about concordances and concordancing tools -- 1.6. Which learners? -- 1.7. How the book is organized -- Notes -- Corpus linguistics and language teaching and learning -- 2.1. Language corpora in language pedagogy: The 90s debate -- 2.1.1. Critical viewpoints -- 2.1.2. The contribution of corpus analysis to language pedagogy -- 2.2. Corpus analysis as a tool for language teachers -- 2.2.1. Corpus analysis and syllabus design -- 2.2.2. Supporting teachers' explanations -- 2.3. Corpus analysis as a tool for language learners -- 2.3.1. The Data-Driven Learning approach -- 2.3.2. Question 1: Should the teacher guide the learners? -- 2.3.3. Question 2: Learners or researchers? -- 2.3.4. Question 3: Is the result worth the effort? -- 2.4. Conclusion -- Note -- Theoretical premises for teachers and learners -- 3.0. Introduction -- 3.1. Learners looking at concordance data: What do they see? -- 3.2. Language as idiom vs. language as a logical system -- 3.3. The contribution of corpus work to a ``new'' idea of language compositionality -- 3.3.1. The open-choice principle and the idiom principle -- 3.3.2. The search for units of meaning -- 3.3.3. "Unusuality'' and creativity -- 3.4. Learners, "idioms'' and corpus work -- 3.5. Conclusion -- Notes -- Corpus work, ESP and language learners -- 4.0. Introduction: From small to specialized corpora -- 4.1. ESP and specialised corpora: A happy marriage. 327 $a4.1.1. ESP, quantitative data and corpus analysis: A natural development -- 4.1.2. ESP and corpus work -- 4.2. Specialised language and specialized teaching purposes -- 4.3. The continuum between specialized and general corpora -- 4.3.1. Register variation across genres -- 4.3.2. Identifying specificity -- 4.4. Specialized language corpora and language learning -- 4.5. Conclusion -- Note -- Guiding the learners to work with corpora and corpus data -- 5.0. Introduction -- 5.1. Type of material: Samples vs. examples -- 5.1.1. Task 1: Looking at the concordance lines as samples -- 5.2. "What to look for'' in a concordance: Recurrence and typicality -- 5.2.1. Task 2: Focusing the students' attention on recurrent patterns -- 5.3. Correlating output data and corpus texts -- 5.3.1. Task 3: Corpus data and corpus content -- 5.3.2. Follow-up of Task 3: Leading students to create corpora -- 5.4. Conclusion -- Notes -- Learners exploring corpora to observe and produce texts -- 6.0. Introduction -- 6.1. Corpora and ESP learners: ``Spies'' -- 6.2. Using a small corpus of specialized texts to discover technical concepts -- 6.2.1. A medical word: The case of the acronym ``RIBA'' -- 6.2.2. A word from economics: The case of ``bid'' -- 6.2.3. Conclusion -- 6.3. From a single corpus to more corpora: Comparing data -- 6.3.1. How specialized is a specialized word? The case of the word ``disorder'' -- 6.3.2. Exploring corpora in different languages: Contrasting English and Italian data -- 6.4. Interacting with "the authorities'': Completing or contrasting explanations from reference materials and the teacher -- 6.4.1. The case of the progressive tense in medical research articles -- 6.5. Exploring corpora to produce texts -- 6.5.1. Translating a medical abstract -- 6.5.2. Writing out a political speech -- 6.6. Conclusion: From spies to "double-agents''? -- Notes. 327 $aConcluding remarks -- 7.1. Three answers? -- 7.1.1. If learners are to behave as data analysts, what should be the role of the teacher? -- 7.1.2. Learners or researchers? -- 7.1.3. Is the effort a worthwhile one? -- 7.2. Corpus work and pedagogy: Old or new questions? -- 7.3. Future developments -- 7.3.1. Tools and teaching materials -- 7.3.2. Corpus-based dictionaries and learners -- 7.3.3. Corpus work and teaching/learning skills -- 7.3.4. Serendipity -- 7.3.5. Understanding ``deviance'' -- 7.3.6. Recurrence, deviance and language awareness -- 7.4. A concluding wish -- Appendix 1 -- Concordance of "worth'' in the MCB corpus (1,000,000 words), left sorted -- Appendix 2 -- Concordance of "dealing/dealings''(noun forms selected manually), in the MCA corpus (1,000,000 words), left sorted, extended context - first 20 instances -- Appendix 3 -- Task 2 -- Appendix 4 -- Task 3 -- Appendix 5 -- Concordance of "bid''in the MCA corpus (business section: 200,000 words), left sorted -- References -- Index -- The series Studies in Corpus Linguistics. 330 $aThis book investigates the effects of corpus work on the process of foreign language learning in ESP settings. It suggests that observing learners at work with corpus data can stimulate discussion and re-thinking of the pedagogical implications of both the theoretical and empirical aspects of corpus linguistics. The ideas presented here are developed from the Data-Driven Learning approach introduced by Tim Johns in the early nineties. The experience of watching students perform corpus analysis provides the basis for the two main observations in the book: a) corpus work provides students with a useful source of information about ESP language features, b) the process of "search-and-discovery" implied in the method of corpus analysis may facilitate language learning and promote autonomy in learning language use. The discussion is carried out on the basis of a series of corpus-based "explorations" by students and provides suggestions for developing new tasks and tools for language learners. 410 0$aStudies in corpus linguistics ;$vv. 21. 606 $aEnglish language$xStudy and teaching$xForeign speakers 606 $aEnglish language$xStudy and teaching$xData processing 606 $aEnglish language$xDiscourse analysis$xData processing 606 $aComputational linguistics 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aEnglish language$xStudy and teaching$xData processing. 615 0$aEnglish language$xDiscourse analysis$xData processing. 615 0$aComputational linguistics. 676 $a428.0071 700 $aGavioli$b Laura$0624439 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910956451803321 996 $aExploring Corpora for ESP Learning$91098477 997 $aUNINA