【正文】 t basically learnercentred ? Leech (1997: 10): The autonomous learning process ‘gives the student the realistic expectation of breaking new ground as a “researcher”, doing something which is a unique and individual contribution’ ? This is true of advanced learners only! ? The key to successful datadriven learning is the appropriate level of pedagogical mediation depending on the learners’ age, experience, and proficiency level, etc o ‘A corpus is not a simple object, and it is just as easy to derive nonsensical conclusions from the evidence as insightful ones’ (Sinclair 2020: 2) Direct uses: Current situation ? So far confined largely to learning at more advanced levels, especially in tertiary education ? Almost absent in general ELT classroom, . secondary education (and in the teaching of other foreign languages at all levels) – Learners’ age, level and experience – Time constraints and curricular requirements – Knowledge and skills required of teachers for corpus analysis and pedagogical mediation – Access to appropriate resources such as corpora and tools – …or indeed probably a bination of all of these factors LSP corpora vs. professional munication ? Third focus of convergence: Development of teachingoriented corpora: LSP, parallel, and learner corpora ? Teaching of language for specific purposes and professional munication can benefit greatly from domain or genrespecific specialized corpora both directly and indirectly, . – Coxhead’s (2020) Academic Word List (AWL) – Paul Nation’s Range and GSL/AWL ? – Biber’s (2020) prehensive analysis of university language based on the TOEFL 2020 Spoken and Written Academic Language Corpus – McCarthy and Handford’s (2020) exploration of pedagogical implications regarding spoken business English on the basis of the Cambridge and Nottingham Spoken Business English Corpus (CANBEC) LSP corpora vs. professional munication ? Specialized corpora in translation teaching – ‘Large corpora concordancing’ (LCC) can help students to develop ‘a(chǎn)wareness’, ‘reflectiveness’ and ‘resourcefulness’, the skills that distinguish a translator from those unskilled amateurs (Bernardini 1997) – Corpora help trainee translators bee aware of general patterns and preferred ways of expressing things in the target language, get better prehension of source language texts and improve production skills (Zatin 1998) – Comparable and parallel corpora in translation studies Parallel concordancing ? Parallel corpora and parallel concordancing are particularly useful in translation teaching ? They can also aid the socalled ‘reciprocal learning’ (Johns 1997) – . two language learners with different L1 backgrounds are paired to help each other learn their language Learner corpora ? Weled as one of the most exciting recent developments in corpusbased language studies ? For indirect use, they have been explored to inform curriculum design, materials development and teaching methodology (cf. Keck 2020) ? For direct use, they provide a bottomup approach to language teaching and learning as opposed to the topdown approach with native corpora of the target language (Osborne 2020) Learner corpora ? Can also provide indirect, observable, and empirical evidence for the invisible mental process of language acquisition and serve as a test bed for hypotheses generated using the psycholinguistic approach in SLA research ? Provide an empirical basis enabling the findings previously made on the basis of limited data of a handful of informants to be generalized ? Have widened the scope of SLA research so that interlanguage research nowadays treats learner performance data in its own right rather than as decontextualised errors in traditional error analysis (cf. Granger 1998: 6) Ongoing debate: Frequency amp。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(guó)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。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