Corpus linguistics and second/foreign language learning: exploring multiple paths

Abstract

The aim of this article is twofold: first, to briefly assess the influence that corpus linguistic research has had on second/foreign language learning so far, and second, to suggest future directions for a more coherent and well thought out integration of corpora in instructed settings. In section 1, the influence of native and learner corpus research on second/foreign language learning will be assessed in turn, and some reasons for the overall lack of uptake of corpora in educational contexts will be put forward. In section 2, I will argue that multiple paths will have to be explored for a better integration of corpora in instructed settings. The fact that various - and sometimes even radically opposite - directions will be proposed might appear conflicting at first sight, but it will be demonstrated that opting for a multiplicity of perspectives is the only way to lay the foundations of a healthy cross-fertilizationbetween corpus linguistics and the current multi-faceted language learning and teaching cultures.

Data-Driven Learning: A Scaffolding Methodology for CLIL and LSP Teaching and Learning

“…Many authors mention the application of corpus-based materials in class as a marginal practice. Beyond the above mentioned trends, an important aspect in dealing with DDL is sufficient training which is essential not only for the learners but also for their teacher: it requires considerable investment in terms of time and practice in order to comprehend the rationale and how to use data efficiently (Meunier, 2011;Boulton, 2012).…”

Language Centres, Online Authentic Materials and Learners’ Needs: Improving Autonomy and Discovery in Language Learning

“…They have been considered for many years a potentially extraordinary resource for language learning and teaching, but, as reported by many studies (e.g. Boulton 2010;Meunier 2011;Römer 2008), teachers and learners are still far from familiar with them, probably because some of their more technical features -such as frequency lists, keyness value, collocation lists and concordances -are considered too challenging for non-specialist users. Nevertheless, this paper outlines three main reasons why online corpora can and should be used.…”

Uso de corpora em aulas de prática de redação de língua inglesa

“…Contudo, ainda não podemos afirmar qual a extensão dessa influência, para tanto são necessárias mais pesquisas sobre esse assunto. Apesar de o aumento de pesquisas realizadas com base em corpora de aprendizes, Meunier (2011), ao advocar a favor do uso de corpora no ensino/aprendizagem de uma segunda língua, elenca algumas razões para a não adoção de metodologias dessa natureza nos ambientes de ensino, por exemplo, a falta de estudos empíricos que evidenciam o real impacto de métodos com o uso de corpora. Leech (2011) também aponta para o desconhecimento, por parte dos professores de LE, dos traços evidenciados com base na observação da frequência de padrões linguísticos em corpora eletrônicos.…”