【正文】 Corpora in language education Corpus Linguistics Richard Xiao Aims of this session ? Lecture – The state of the art of using corpora in language education – Issues of using corpora in language teaching – Case study: Using contrastive corpus linguistics to inform SLA research ? Lab session (Home work) – Semantic prosody and DDL Corpus revolution ? An increasing interest since the early 1990s in applying the findings of corpusbased research to language pedagogy ? 10 wellreceived biennial international conferences Teaching and Language Corpora (TaLC, 19942020) ? At least 30 authored or edited books, covering a wide range of issues concerning the use of corpora in language pedagogy, . corpusbased language descriptions, corpus analysis in classroom, and learner corpus research Wichmann et al (1997), Partington (1998), Bernardini (2020), Burnard and McEnery (2020), Kettemann and Marko (2020, 2020), Aston (2020), Ghadessy, Henry, and Roseberry (2020), Hunston (2020), Granger et al (2020), Connor and Upton (2020), Tan (2020), Sinclair (2020, 2020), Aston et al (2020), Mishan (2020), Nesselhauf (2020), R246。mer (2020), Braun, Kohn and Mukherjee (2020), Gavioli (2020), Scott and Tribble (2020), Hidalgo, Quereda and Santana (2020), O’Keeffe, McCarthy and Carter (2020), Aijmer (2020), Bent (2020), Campoy, Geavalor and BellesFortuno (2020), Cunningham (2020), Harris and Ja233。n (2020), Ja233。n,Valverde and P233。rez (2020), Reppen (2020), Volodina (2020) Corpus revolution ? Books published in China –楊達(dá)復(fù) (2020), 濮建忠 (2020), 何安平 (2020a, 2020b), 華南師范大學(xué)外國語學(xué)院 (2020), 衛(wèi)乃興 , 李文中 , 濮建忠 (2020), 楊惠中 (2020), 王立非 , 梁茂成等 (2020) Teaching and corpora: A convergence ? Leech’s (1997) three focuses of the convergence – Indirect use of corpora in teaching (. reference publishing, materials development, language testing, and teacher training) – Direct use of corpora in teaching (. teaching about, teaching to exploit, and exploiting to teach) – Development of teachingoriented corpora (. LSP and learner corpora) ? Corpus analysis can be illuminating ‘in virtually all branches of linguistics or language learning’ (Leech 1997: 9) Direct vs. indirect uses ? Indirect uses – Largely relating to what to teach ? Direct uses – Primarily concerning how to teach ? Development of teaching oriented corpora – Can relate to both Reference publishing ? Corpus revolution in reference books (at least for English) – Nearly unheard of for dictionaries and reference grammars published since the 1990s not to claim to be based on corpus data。 even people who have never heard of a corpus are using the product of corpus research ? Corpusbased dictionaries – Learner dictionaries – Frequency dictionaries ? Corpusbased reference grammars – Longman Grammar of Spoken and Written English – Collins COBUILD series – Hunston’S Pattern Grammar Syllabus design and materials development ? Previous research has demonstrated that the use of grammatical structures in TEFL textbooks differs considerably from the use of these structures in native English – ‘a(chǎn) kind of school English which does not seem to exist outside the foreign language classroom’ (Mindt 1996: 232) ? The order in which those items are taught in noncorpusbased syllabi ‘very often does not correspond to what one might reasonably expect from corpus data of spoken and written English’ (ibid: 2456) Syllabus design and materials development ? Corpora can be useful in this area a simple yet important role of corpora in language teaching is to provide more realistic examples of language usage reflecting the nuances and plexities of natural language ? Corpora can also provide data, especially frequency data, which may further impact on what is taught, and in what order ? Touchstone book series (McCarthy et al 20202020) – Based on the Cambridge International Corpus – Aiming at presenting the vocabulary, grammar, and language functions that students encounter most often in real life Syllabus design and materials development ? Hunston (2020: 189): ‘The experience of using corpora should lead to rather different views of syllabus design.’ ? The Lexical Syllabus (Willis 1990), as implemented in the Collins COBUILD English Course (Willis, Willis and Davids 19881989) – Three focuses of a lexical syllabus: ‘(a) the monest word forms in a language。 (b) the central patterns of usage。 (c) the binations which they usually form’ (Sinclair and Renouf 1988) – Not a syllabus for vocabulary items only, but rather covering ‘a(chǎn)ll aspects of language, differing from a conventional syllabus only in that the central concept of anization is lexis’ (Hunston 2020: 189) Language testing ? An emerging area of language teaching which has started to use the corpusbased approach ? Alderson (1996) envisaged the following possible uses of corpora in language testing – test construction, pilation and selection, test presentation, response capture, test scoring, and calculation and delivery of results – ‘The potential advantages of basing our tests on real language data, of making databased judgments about candidates’ abilities, knowledge and performance are clear enough. A crucial question is whether the possible advantages are born out in practice’ (Alderson 1996: 258259) Language testing ? The concern raised in Alderson’s conclusion appears to have been addressed satisfactorily 10 years later – Nowadays, puterbased tests are considered to be parable to paperbased tests (cf. Choi, Kim and Boo 2020), as exemplified by puterbased versions of TOFEL tests ? Major test service providers like UCLES have recently used corpora in testing (cf. Ball 2020。 Hunston 2020: 205) – As an archive of examination scripts – To develop test materials – To opt