Corpus Linguistics and English Language Teaching Materials: A Review of Recent Research

Khojasteh, Laleh; Shokrpour, Nasrin

doi:10.5782/2223-2621.2014.17.3.5

Cited by 4 publications

(2 citation statements)

References 38 publications

(36 reference statements)

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“…Especially, in the other word-formation processes, which do not show clear similarities such as conversion, creative respelling and analogy. Future studies can tap into the behaviour of functionalist word formation processes across languages (Arbabi & Vasheghan, 2019) and also the pedagogical implications of such research (Khojasteh & Shokrpour, 2014).…”

Section: Derivationmentioning

confidence: 99%

A Comparative Analysis of the Similar Word-formation Processes in English and Arabic

Al-Hamidi

Abbasova

Mammadov

2020

KJHSS

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This paper sets out on a comparative analysis of similar word-formation processes in English and Arabic. In doing so, it hopes to emerge and serve as subsequent and reliable, albeit partial, reference material for English and Arabic linguistics, especially in reference to linguistic structures. The framework herein for the study and analysis of word-formation processes in both languages may also be applied in future studies and other genres, corpora, and texts. This study enriches the research findings and meta-theory in the field of linguistics, contributing to the current linguistic intellectualism trends. The specific processes discussed are acronyms, antonomasia, backformation, blending, borrowing, compounding, and derivation.

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Section: Derivationmentioning

confidence: 99%

A Comparative Analysis of the Similar Word-formation Processes in English and Arabic

Al-Hamidi

Abbasova

Mammadov

2020

KJHSS

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“…Without frequency information, "it is difficult to decide what should be included in teaching materials" (Römer, 2004 as cited in Khojasteh & Shokrpour, 2014). This can be applied to the present study in that frequency information is important and helps textbook authors or developers see what present perfect meanings and patterns are more common than others, and hence should be highlighted in textbooks.…”

Section: Rarity Of Some Present Perfect Uses In Textbooksmentioning

confidence: 97%

A corpus-driven study of the English present perfect in general and textbook corpora

Chareonkul¹

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Corpus linguistic research has consistently shown that there is an interconnectedness between patterns and meanings in language use (Hunston and Francis, 2000; Römer, 2006). With regard to the present perfect, little attention has been paid to the relationship between verb patterns and meanings expressed through the tense. This may be one of the reasons why second language learners frequently encounter difficulties in mastering the English present perfect. As Yoshimura et al. (2014) argue, language learners are likely to have a problem with the form/pattern-meaning mapping in the use of the present perfect. To fill this gap, the present study takes a corpus-driven approach to the pattern-meaning relationship of the present perfect through an investigation into British and American English general corpora. It is found that there are seven meanings of the present perfect, namely ‘accomplishment with relevance to the present’, ‘continuing from the past to the present’, ‘change of condition’, ‘experience’, ‘recency’, ‘discovery’, and ‘possession’. These meanings are found to be associated with specific distinctive patterns. The corpus-informed insights were then applied to an analysis of textbooks used in Thailand’s universities. This relationship between patterns and meanings can also be found in the sampled textbooks, but with different ratios. That is, the groups ‘continuing from the past to the present’ and ‘experience’ are found to occur significantly frequently in the sampled textbooks while such a core group as ‘accomplishment with relevance to the present’ shows a significantly lower frequency than that in the general corpora. The study offers a new light on the description of English present perfect and also provides empirical evidence to EFL pedagogical concerns in the development of textbooks and teaching materials.

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Improving Modal Verb Treatment in English Textbooks Used by Chinese Learners: A Corpus-Based Approach

2022

SAGE Open

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This study demonstrates how native and learner corpora can enhance modal verb treatment in English-as-a-foreign-language (EFL) textbooks used in mainland China. Data analysis compares modal verbs in the textbook and native corpus by referring to distributional features, semantic functions and co-occurring constructions; and the analysis of the learner corpus refers to the use/misuse of modal verbs. A corpora comparison considers the authenticity of textbook language; and examination of learner use/misuse of modal verbs provides a learner perspective for textbook presentation that is applicable to learning difficulties. In this regard, this study highlights discrepancies between textbook treatment of modal verbs and authentic modal use in constructions, distributions and semantic functions, and its application of error analysis reveals inter/intra-linguistic interference in the use of modal verbs. This study can thus contribute to a corpus-informed and learner-centered design of grammar presentation in EFL textbooks that enhances the authenticity and appropriateness of textbook language for target learners.

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Corpus Linguistics and English Language Teaching Materials: A Review of Recent Research

Cited by 4 publications

References 38 publications

A Comparative Analysis of the Similar Word-formation Processes in English and Arabic

A Comparative Analysis of the Similar Word-formation Processes in English and Arabic

A corpus-driven study of the English present perfect in general and textbook corpora

Improving Modal Verb Treatment in English Textbooks Used by Chinese Learners: A Corpus-Based Approach

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