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  • Cultivating effective corpus use by language learners

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    KennedyPUB2593.pdf (349.5Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Kennedy, Claire
    Miceli, Tiziana
    Griffith University Author(s)
    Kennedy, Claire F.
    Miceli, Tiziana
    Year published
    2017
    Metadata
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    Abstract
    While there is widespread agreement on the expected benefits of hands-on access to corpora for language learners, reports abound of the difficulties involved in realising those benefits in practice. A particular focus of discussion is the challenge of transferring the skills of the corpus linguist to learners, so that they can explore this type of monolingual and unmediated resource effectively in a ‘learner-as-researcher’ or ‘learner-as-detective’ role. In this paper, we present a positive experience of an apprenticeship in corpus use, which we attribute to a training approach that seeks to exploit the unmediated nature of ...
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    While there is widespread agreement on the expected benefits of hands-on access to corpora for language learners, reports abound of the difficulties involved in realising those benefits in practice. A particular focus of discussion is the challenge of transferring the skills of the corpus linguist to learners, so that they can explore this type of monolingual and unmediated resource effectively in a ‘learner-as-researcher’ or ‘learner-as-detective’ role. In this paper, we present a positive experience of an apprenticeship in corpus use, which we attribute to a training approach that seeks to exploit the unmediated nature of corpora rather than treating it as a problem for learners. Our approach is not aimed at equipping learners with skills that will allow them to derive rules from the systematic analysis of corpus data. Instead we aim to inculcate in our students a propensity for open-ended searches, and an observe-and-borrow-chunks mentality, oriented to copying models from a corpus to enrich and render more accurate their written production in particular. We also see this training process as encouraging their curiosity about language patterns and authentication of the use they make of such patterns, and therefore beneficial to their ongoing development as independent language learners more generally.
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    Journal Title
    Computer Assisted Language Learning
    DOI
    https://doi.org/10.1080/09588221.2016.1264427
    Copyright Statement
    © 2016 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Computer Assisted Language Learning on 12 Dec 2016, available online: https://doi.org/10.1080/09588221.2016.1264427
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Curriculum and pedagogy
    LOTE, ESL and TESOL curriculum and pedagogy
    Specialist studies in education
    Italian language
    Linguistics
    Publication URI
    http://hdl.handle.net/10072/100768
    Collection
    • Journal articles

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