【正文】 Laviosa 1997。 (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。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。 Hunston 2020: 205) – As an archive of examination scripts – To develop test materials – To optimize test procedures – To improve the quality of test marking – To validate tests – To standardize tests Teacher development ? Corpora have been used recently in language teacher training to enhance teachers’ language awareness and research skills – Rationale: For students to benefit from the use of corpora, teachers must first of all be equipped with a sound knowledge of the corpusbased approach ? The integration of corpus studies in language teacher training is only a quite recent phenomenon (cf. Chambers 2020) – It may take more time, and ‘perhaps a new generation of teachers, for corpora to find their way into the language classroom’ in secondary education (Braun 2020: 308) Direct uses of corpora ? Leech’s (1997) three direct uses of corpora in teaching – 1) Teaching about ? Teaching corpus linguistics as an academic subject – Part of the curricula for linguistics and language related degree programs at both postgraduate and undergraduate level – 2) Teaching to exploit ? Providing students with ‘handson’ knowhow so that they can exploit corpora as studentcentred learning activities – 3) Exploiting to teach ? Using the corpusbased approach to teaching language and linguistics courses, which would otherwise be taught using noncorpusbased methods ? (1) and (3) are mainly associated with language / linguistics programmes From three P’s to three I’s ? The traditional threeP approach – Presentation – Practice – Production ? The exploratory threeI approach (cf. Carter and McCarthy 1995) – Illustration: looking at real data – Interaction: discussing and sharing opinions and observations – Induction: making one’s own rule for a particular feature, which ‘will be refined and honed as more and more data is encountered’ (ibid 1995: 155) Datadriven learning (DDL) ? Direct use of corpora in pedagogy is essentially DDL ? Johns (1991): ‘research is too serious to be left to the researchers’ – The language learner should be encouraged to bee ‘a(chǎn) research worker whose learning needs to be driven by access to linguistic data’ (Johns 1991) ? Johns (1997: 101) pares the learner to a language detective: ‘Every student a Sherlock Holmes!’ ? His DDL website gives some very good examples of datadriven learning – Datadriven learning (DDL) ? The DDL approach involves three stages of inductive reasoning with corpora (Johns 1991) – Observation (of concordanced evidence) – Classification (of salient features) – Generalization (of rules) ? Roughly corresponding to Carter and McCarthy’s (1995) three I’s in the exploratory corpusbased approach, but fundamentally different from the traditional threeP approach – ThreeP approach: topdown deduction – ThreeI / DDL approach: bottomup induction Datadriven learning (DDL) ? Can be either teacherdirected or learnerled (. ‘discovery learning’) to suit the needs of learners at different levels, but 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