Hostname: page-component-7c8c6479df-5xszh Total loading time: 0 Render date: 2024-03-19T05:28:00.532Z Has data issue: false hasContentIssue false

Corpus Research Applications in Second Language Teaching

Published online by Cambridge University Press:  02 September 2011

Abstract

Over the past few decades, corpora have not only revolutionized linguistic research but have also had an impact on second language learning and teaching. In the field of applied linguistics, more and more researchers and practitioners treasure what corpus linguistics has to offer to language pedagogy. Still, corpora and corpus tools have yet to be widely implemented in pedagogical contexts. The aim of this article is to provide an overview of pedagogical corpus applications and to review recent publications in the area of corpus linguistics and language teaching. It covers indirect corpus applications, such as in syllabus or materials design, as well as direct applications of corpora in the second language classroom. The article aims to illustrate how both general and specialized language corpora can be used in these applications and discusses directions for future research in applied corpus linguistics.

Type
SECTION C: TOPICS IN INTEGRATED APPROACHES
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ANNOTATED BIBLIOGRAPHY

Sinclair, J. M. (Ed.). (2004a). How to use corpora in language teaching. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Aijmer, K. (Ed.). (2009). Corpora and language teaching. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Reppen, R. (2010). Using corpora in the language classroom. Cambridge, UK: Cambridge University Press.Google Scholar
Simpson-Vlach, R. C., & Ellis, N. C. (2010). An academic formulas list: New methods in phraseology research. Applied Linguistics, 31, 487512.CrossRefGoogle Scholar

REFERENCES

Ädel, A. (2006). Metadiscourse in L1 and L2 English. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Aijmer, K. (2002). Modality in advanced Swedish learners’ written interlanguage. In Granger, S., Hung, J., & Petch-Tyson, S. (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 5576). Amsterdam, The Netherlands: John Benjamins.Google Scholar
Allan, R. (2009). Can a graded reader corpus provide “authentic” input? ELT Journal, 63, 2332.CrossRefGoogle Scholar
Altenberg, B., & Granger, S. (2001). The grammatical and lexical patterning of MAKE in native and non-native student writing. Applied Linguistics, 22, 173195.CrossRefGoogle Scholar
Aston, G. (1997). Enriching the learning environment: Corpora in ELT. In Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.), Teaching and Language Corpora (pp. 5164). London, UK: Longman.Google Scholar
Aston, G. (2000). Corpora and language teaching. In Burnard, L. & McEnery, T. (Eds.), Rethinking language pedagogy from a corpus perspective (pp. 717). Frankfurt, Germany: Peter Lang.Google Scholar
Aston, G. (2001). Learning with corpora. Houston, TX: Athelstan.Google Scholar
Aston, G. (2009). Using BNC-XML in the classroom. In Lombardo, L. (Ed.), Using corpora to learn about language and discourse (pp. 163198). Frankfurt, Germany: Peter Lang.Google Scholar
Aston, G., Bernardini, S., & Stewart, D. (Eds.). (2004). Corpora and language learners. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Barlow, M. (1996). Corpora for theory and practice. International Journal of Corpus Linguistics, 1, 137.CrossRefGoogle Scholar
Barlow, M., & Burdine, S. (2006). American phrasal verbs (CorpusLAB Series) .Houston, TX: Athelstan.Google Scholar
Barnbrook, G. (1996). Language and computers. A practical introduction to the computer analysis of language. Edinburgh, UK: Edinburgh University Press.Google Scholar
Bennett, G. R. (2010). Using corpora in the language learning classroom. Ann Arbor: University of Michigan Press.CrossRefGoogle Scholar
Benson, M., Benson, I., & Ilson, R. F. (2010). The BBI combinatory dictionary of English. Amsterdam, The Netherlands: John Benjamins.Google Scholar
Bernardini, S. (2000a). Competence, capacity, corpora. A study in corpus-aided language learning. Bologna, Italy: CLUEB.Google Scholar
Bernardini, S. (2000b). Systematising serendipity: Proposals for concordancing large corpora with language learners. In Burnard, L. & McEnery, T. (Eds.), Rethinking language pedagogy from a corpus perspective (pp. 225234). Frankfurt, Germany: Peter Lang.Google Scholar
Bernardini, S. (2002). Exploring new directions for discovery learning. In Kettemann, B. & Marko, G. (Eds.), Teaching and learning by doing corpus analysis (pp. 165182). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Bernardini, S. (2004a). Corpora in the classroom: An overview and some reflections on future developments. In Sinclair, J. M. (Ed.), How to use corpora in language teaching (pp. 1536). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Bernardini, S. (2004b). Corpus-aided language pedagogy for translator education. In Malmkjaer, K. (Ed.), Translation in undergraduate degree programmes (pp. 97112). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Biber, D., & Conrad, S. (2009). Real grammar. A corpus-based approach to English. London, UK: Pearson Longman.Google Scholar
Biber, D., Conrad, S., & Cortes, V. (2004). If you look at. . .: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25, 371405.CrossRefGoogle Scholar
Biber, D., Leech, G., & Conrad, S. (2002). Longman student grammar of spoken and written English. London, UK: Longman.Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London, UK: Longman.Google Scholar
Botley, S., Glass, J., McEnery, T., & Wilson, A. (Eds.). (1996). Proceedings of Teaching and Language Corpora 1996. Lancaster, UK: University Centre for Computer Corpus Research on Language.Google Scholar
Boulton, A. (2009). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21, 3754.CrossRefGoogle Scholar
Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, 60, 534572.CrossRefGoogle Scholar
Braun, S., Kohn, K., & Mukherjee, J. (Eds.). (2006). Corpus technology and language pedagogy. Frankfurt, Germany: Peter Lang.Google Scholar
Bullon, S. (Ed.). (2006). Longman dictionary of contemporary English (4th ed.). London, UK: Longman.Google Scholar
Burnard, L., & McEnery, T. (Eds.). (2000). Rethinking language pedagogy from a corpus perspective. Frankfurt, Germany: Peter Lang.Google Scholar
Campoy, M. C., Belles-Fortuño, B., & Gea-Valor, M. L. (Eds.). (2010). Corpus-based approaches to English language teaching. London, UK: Continuum.Google Scholar
Capel, A. (1993). Collins COBUILD concordance samplers 1: Prepositions. London: HarperCollins.Google Scholar
Carpenter, E. (1993). Collins COBUILD English guides 4: Confusable words. London: HarperCollins.Google Scholar
Carter, R., Hughes, R., & McCarthy, M. (2000). Exploring grammar in context. Grammar reference and practice. Cambridge, UK: Cambridge University Press.Google Scholar
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge, UK: Cambridge University Press.Google Scholar
Chambers, A. (2005). Integrating corpus consultation in language studies. Language Learning and Technology, 9, 111125.Google Scholar
Chambers, A. (2007). Popularising corpus consultation by language learners and teachers. In Hidalgo, E., Quereda, L., & Santana, J. (Eds.), Corpora in the foreign language classroom (pp. 316). Amsterdam, The Netherlands: Rodopi.Google Scholar
Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25, 301315.CrossRefGoogle Scholar
Conrad, S. (2004). Corpus linguistics, language variation, and language teaching. In Sinclair, J. M. (Ed.), How to use corpora in language teaching (pp. 6785). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213238.CrossRefGoogle Scholar
Cresswell, A. (2007). Getting to “know” connectors? Evaluating data-driven learning in a writing skills course. In Hidalgo, E., Quereda, L., & Santana, J. (Eds.), Corpora in the foreign language classroom (pp. 267288). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Dodd, B. (1997). Exploiting a corpus of written German for advanced language learning. In Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.), Teaching and language corpora (pp. 131145). London, UK: Longman.Google Scholar
Fligelstone, S. (1993). Some reflections on the question of teaching, from a corpus linguistics perspective. ICAME Journal, 17, 97109.Google Scholar
Flowerdew, J. (1993). Concordancing as a tool in course design. System, 21, 231244.CrossRefGoogle Scholar
Flowerdew, L. (2001). The exploitation of small learner corpora in EAP materials design. In Ghadessy, M., Henry, A., & Roseberry, R. L. (Eds.), Small corpus studies and ELT. Theory and practice (pp. 363380). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Fox, G. (1987). The case for examples. In Sinclair, J. M. (Ed.), Looking up: An account of the COBUILD project in lexical computing (pp. 137149). London, UK: Collins ELT.Google Scholar
Francis, G., Hunston, S., & Manning, E. (1996). Collins COBUILD grammar patterns 1: Verbs. London, UK: HarperCollins.Google Scholar
Francis, G., Hunston, S., & Manning, E. (1998). Collins COBUILD grammar patterns 2: Nouns and adjectives. London, UK: HarperCollins.Google Scholar
Frankenberg-Garcia, A., Flowerdew, L., & Aston, G. (Eds.). (2011). New trends in corpora and language learning. London, UK: Continuum.Google Scholar
Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32, 301319.CrossRefGoogle Scholar
Gavioli, L. (2001). The learner as researcher: Introducing corpus concordancing in the classroom. In Aston, G. (Ed.), Learning with corpora (pp. 108137). Houston, TX: Athelstan.Google Scholar
Gavioli, L. (2006). Exploring corpora for ESP learning. Amsterdam, The Netherlands: John Benjamins.Google Scholar
Goodale, M. (1995). Collins COBUILD concordance samplers 4: Tenses. London: HarperCollins.Google Scholar
Grabowski, E., & Mindt, D. (1995). A corpus-based learning list of irregular verbs in English. ICAME Journal, 19, 522.Google Scholar
Granath, S. (2009). Who benefits from learning how to use corpora? In Aijmer, K. (Ed.), Corpora and language teaching (pp. 4765). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Granger, S. (2002). A bird's-eye view of learner corpus research. In Granger, S., Hung, J., & Petch-Tyson, S. (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 333). Amsterdam, The Netherlands: John Benjamins.Google Scholar
Granger, S. (2004). Computer learner corpus research: Current status and future prospects. In Connor, E. & Upton, T. A. (Eds.), Applied corpus linguistics. A multi-dimensional perspective (pp. 123145). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Granger, S. (2009). The contribution of learner corpora to second language acquisition and foreign language teaching. A critical evaluation. In Aijmer, K. (Ed.), Corpora and language teaching (pp. 1332). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Granger, S., Hung, J., & Petch-Tyson, S. (Eds.). (2002). Computer learner corpora, second language acquisition and foreign language teaching. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Hadley, G. (2001). Concordancing in Japanese TEFL: Unlocking the power of data-driven learning. Retrieved from http://www.nuis.ac.jp/~hadley/publication/jlearner/jlearner.htmGoogle Scholar
Herriman, J., & Boström Aronsson, M. (2009). Themes in Swedish advanced learners’ writing in English. In Aijmer, K. (Ed.), Corpora and language teaching (pp. 101120). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Hidalgo, E., Quereda, L., & Santana, J. (Eds.). (2007). Corpora in the foreign language classroom. Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Hill, J., & Lewis, M. (1997). LTP dictionary of selected collocations. Hove, UK: Language Teaching.Google Scholar
Hoey, M. P. (2005). Lexical priming. A new theory of words and language. London, UK: Routledge.Google Scholar
Hornby, A. S. (Ed.). (2005). Oxford advanced learner's dictionary (7th ed.). Oxford, UK: Oxford University Press.Google Scholar
Hunston, S. (2002). Corpora in applied linguistics. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Hunston, S., & Francis, G. (2000). Pattern grammar. A corpus-driven approach to the lexical grammar of English. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Hymes, D. (1972). On communicative competence. In Pride, J. B. & Holmes, J. (Eds.), Sociolinguistics (pp. 269293). Harmondsworth, UK: Penguin.Google Scholar
Hymes, D. (1992). The concept of communicative competence revisited. In Pütz, M.. (Ed.), Thirty years of linguistic evolution. Studies in honour of René Dirven on the occasion of his sixtieth birthday (pp. 3157). Amsterdam, The Netherlands: John Benjamins.Google Scholar
Johansson, S. (2007). Using corpora: From learning to research. In Hidalgo, E., Quereda, L., & Santana, J. (Eds.), Corpora in the foreign language classroom (pp. 1730). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Johns, T. F. (1986). Microconcord: A language-learner's research tool. System, 14, 151162.CrossRefGoogle Scholar
Johns, T. F. (1991). Should you be persuaded—Two samples of data-driven learning materials. In Johns, T. F. & King, P. (Eds.), Classroom concordancing. ELR Journal, 4, 116.Google Scholar
Johns, T. F. (1994). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In Odlin, T. (Ed.), Perspectives on pedagogical grammar (pp. 2745). Cambridge, UK: Cambridge University Press.Google Scholar
Johns, T. F. (1997). Contexts: The background, development and trialling of a concordance-based CALL program. In Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.), Teaching and language corpora (pp. 100115). London, UK: Longman.Google Scholar
Johns, T. F. (2002). Data-driven learning: The perpetual challenge. In Kettemann, B. & Marko, G. (Eds.), Teaching and learning by doing corpus analysis (pp. 107117). Amsterdam, The Netherlands: Rodopi.Google Scholar
Johns, T. F., Hsingchin, L., & Lixun, W. (2008). Integrating corpus-based CALL programs in teaching English through children's literature. Computer Assisted Language Learning, 21, 483506.CrossRefGoogle Scholar
Jones, R. L. (1997). Creating and using a corpus of spoken German. In Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.), Teaching and language corpora (pp. 146156). London, UK: Longman.Google Scholar
Jones, R. L. (2000). Textbook German and authentic spoken German: A corpus-based comparison. In Lewandowska-Tomaszczyk, B., Melia, P. J. (Eds.), PALC’99: Practical Applications in Language Corpora (pp. 501516). Frankfurt, Germany: Peter Lang.Google Scholar
Kaszubski, P. (2011). IFAConc - a pedagogic tool for online concordancing with EFL/EAP learners. In Frankenberg-Garcia, A., FLowerdew, L., & Aston, G. (Eds.), New trends in corpora and language learning (pp. 81104). London,UK: Continuum.Google Scholar
Kennedy, G. (1992). Preferred ways of putting things with implications for language teaching. In Svartvik, J. (Ed.), Directions in Corpus Linguistics: Proceedings of Nobel Symposium 82 Stockholm, 4–8 August 1991 (pp. 335373). Berlin, Germany: Mouton de Gruyter.Google Scholar
Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students' approaches to corpus investigation. Language Learning & Technology, 5, 7790. Retrieved from http://llt.msu.edu/vol5num3/kennedy/Google Scholar
Kennedy, C., & Miceli, T. (2002). The CWIC project: Developing and using a corpus for intermediate Italian students. In Kettemann, B. & Marko, G. (Eds.), Teaching and learning by doing corpus analysis (pp. 183192). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Kennedy, C., & Miceli, T. (2010). Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning & Technology, 14, 2844. Retrieved from http://llt.msu.edu/vol14num1/kennedymiceli.pdfGoogle Scholar
Kettemann, B. (1995). On the use of concordancing in ELT. Arbeiten aus Anglistik und Amerikanistik, 20, 2941.Google Scholar
Kettemann, B., & Marko, G. (Eds.). (2002). Teaching and learning by doing corpus analysis. Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Kettemann, B., & Marko, G. (Eds.). (2006). Planing, gluing and painting corpora. Inside the applied corpus linguist's workshop. Frankfurt, Germany: Peter Lang.Google Scholar
Kjellmer, G. (1984). Some thoughts on collocational distinctiveness. In Aarts, J. & Meijs, W. (Eds.), Corpus linguistics. Recent developments in the use of computer corpora in English language research (pp. 163171). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Kübler, N. (2011). Working with corpora for translation teaching in a French-speaking setting. In Frankenberg-Garcia, A., Flowerdew, L., & Aston, G. (Eds.), New trends in corpora and language learning (pp. 6280). London, UK: Continuum.Google Scholar
Lea, D. (2002). Oxford collocations dictionary for students of English. Oxford, UK: Oxford University Press.Google Scholar
Leech, G. N. (1997). Teaching and language corpora: A convergence. In Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.), Teaching and language corpora (pp. 123). London, UK: Longman.Google Scholar
Leńko-Szymańska, A. (2007). Past progressive or simple past? The acquisition of progressive aspect by Polish advanced learners of English. In Hidalgo, E., Quereda, L., & Santana, J. (Eds.), Corpora in the foreign language classroom (pp. 253266). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Lewis, M. (1993). The lexical approach. Hove, UK: Language Teaching.Google Scholar
Lewis, M. (1997). Implementing the lexical approach. Hove, UK: Language Teaching.Google Scholar
Lewis, M. (2000). Teaching collocation. Further developments in the lexical approach. Hove, UK: Language Teaching.Google Scholar
Lombardo, L. (Ed.). (2009). Using corpora to learn about language and discourse. Frankfurt, Germany: Peter Lang.Google Scholar
Lorenz, G. (2002). Language corpora rock the base: On standard English grammar, perfective aspect and seemingly adverse corpus evidence. In Kettemann, B. & Marko, G. (Eds.), Teaching and learning by doing corpus analysis (pp. 131145). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
McCarthy, M., McCarten, J., & Sandiford, H. (2005). Touchstone student's book 1. Cambridge, UK: Cambridge University Press.Google Scholar
McEnery, T., Xiao, R., & Tono, Y. (2006). Corpus-based language studies. An advanced resource book. London, UK: Routledge.Google Scholar
Meunier, F. (2002). The pedagogical value of native and learner corpora in EFL grammar teaching. In Granger, S., Hung, J., & Petch-Tyson, S. (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 119141). Amsterdam, The Netherlands: John Benjamins.Google Scholar
Meunier, F., & Gouverneur, C. (2007). The treatment of phraseology in ELT textbooks. In Hidalgo, E., Quereda, L., & Santana, J. (Eds.), Corpora in the foreign language classroom (pp. 119140). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Meunier, F., & Granger, S. (Eds.). (2008). Phraseology in foreign language learning and teaching. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Mindt, D. (1981). Angewandte Linguistik und Grammatik für den Englischunterricht. In Kunsmann, P. & Kuhn, O. (Eds.), Weltsprache Englisch in Forschung und Lehre: Festschrift für Kurt Wächtler (pp. 175186). Berlin, Germany: Schmidt.Google Scholar
Mindt, D. (1987). Sprache—Grammatik—Unterrichtsgrammatik. Futurischer Zeitbezug im Englischen I. Frankfurt, Germany: Diesterweg.Google Scholar
Mindt, D. (1995). An empirical grammar of the English verb. Modal verbs. Berlin, Germany: Cornelsen.Google Scholar
Mindt, D. (1997). Corpora and the teaching of English in Germany. In Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.), Teaching and language corpora (pp. 4050). London, UK: Longman.Google Scholar
Mukherjee, J. (2004). Bridging the gap between applied corpus linguistics and the reality of English language teaching in Germany. In Connor, E. & Upton, T. A. (Eds.), Applied corpus linguistics. A multi-dimensional perspective (pp. 239250). Amsterdam, The Netherlands: Rodopi.CrossRefGoogle Scholar
Nation, P. (1990). Teaching and learning vocabulary. Boston, MA: Heinle & Heinle.Google Scholar
Nattinger, J. R. (1980). A lexical phrase grammar for ESL. TESOL Quarterly, 14, 337344.CrossRefGoogle Scholar
Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
O'Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Oksefjell-Ebeling, S. (2009). Oslo interactive English: Corpus-driven exercises on the Web. In Aijmer, K. (Ed.), Corpora and language teaching (pp. 6782). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Pawley, A., & Syder, F. H. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In Richards, J. C. & Schmidt, R. W. (Eds.), Language and Communication (pp. 191226). London, UK: Longman.Google Scholar
Pérez-Paredes, P. (2003). Small corpora as assisting tools in the teaching of English news language: A preliminary tokens-based examination of Michael Swan's Practical English Usage news language wordlist. ESP World, 6. Retrieved from http://www.esp-world.info/articles_6/pascual.htmGoogle Scholar
Peters, P. (2004). The Cambridge guide to English usage. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Reppen, R. (2010). Using corpora in the language classroom. Cambridge, UK: Cambridge University Press.Google Scholar
Römer, U. (2004a). Comparing real and ideal language learner input. The use of an EFL textbook corpus in corpus linguistics and language teaching. In Aston, G., Bernardini, S., & Stewart, D. (Eds.), Corpora and language learners (pp. 151168). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Römer, U. (2004b). A corpus-driven approach to modal auxiliaries and their didactics. In Sinclair, J. M. (Ed.), How to use corpora in language teaching (pp. 185199). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Römer, U. (2005). Progressives, patterns, pedagogy. A corpus-driven approach to English progressive forms, functions, contexts and didactics. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Römer, U. (2007). Looking at looking: Functions and contexts of progressives in spoken English and “school” English. In Teubert, W. & Krishnamurthy, R. (Eds.), Corpus linguistics. Critical concepts in linguistics (Vol. 4, pp. 314). London, UK: Routledge. (Reprinted from The changing face of corpus linguistics by A. Renouf & A. Kehoe, Eds., 2006, Amsterdam, The Netherlands: Rodopi)Google Scholar
Römer, U. (2009a). Corpus research and practice: What help do teachers need and what can we offer? In Aijmer, K. (Ed.), Corpora and language teaching (pp. 8398). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Römer, U. (2009b). The inseparability of lexis and grammar: Corpus linguistic perspectives. Annual Review of Cognitive Linguistics, 7, 140162.CrossRefGoogle Scholar
Römer, U. (2010). Establishing the phraseological profile of a text type: The construction of meaning in academic book reviews. English text construction, 3, 95119.CrossRefGoogle Scholar
Römer, U., & Schulze, R. (Eds.). (2009). Exploring the lexis-grammar interface. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Rundell, M. (Ed.). (2007). Macmillan English dictionary for advanced learners (2nd ed.). Oxford, UK: Macmillan.Google Scholar
Schlüter, N. (2002). Present Perfect. Eine korpuslinguistische Analyse des englischen Perfekts mit Vermittlungsvorschlägen für den Sprachunterricht. Tübingen, Germany: Narr.Google Scholar
Scott, M., & Tribble, C. (2006). Textual patterns. Key words and corpus analysis in language education. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Simpson-Vlach, R. C., & Ellis, N. C. (2010). An academic formulas list: New methods in phraseology research. Applied Linguistics, 31, 487512.CrossRefGoogle Scholar
Sinclair, J. M. (Ed.). (1987). Looking up: An account of the COBUILD project in lexical computing. London, UK: Collins ELT.Google Scholar
Sinclair, J. M. (Ed.). (1990). Collins COBUILD English grammar. London: HarperCollins.Google Scholar
Sinclair, J. M. (1991). Corpus concordance collocation. Oxford, UK: Oxford University Press.Google Scholar
Sinclair, J. M. (Ed.). (1992). Collins COBUILD English usage. London: HarperCollins.Google Scholar
Sinclair, J. M. (1997). Corpus evidence in language description. In Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.), Teaching and language corpora (pp. 2739). London, UK: Longman.Google Scholar
Sinclair, J. M. (Ed.). (2001). Collins COBUILD English dictionary for advanced learners. London: HarperCollins.Google Scholar
Sinclair, J. M. (Ed.). (2004a). How to use corpora in language teaching. Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Sinclair, J. M. (2004b). Introduction. In Sinclair, J. M. (Ed.), How to use corpora in language teaching (pp. 110). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Sinclair, J. M. (2004c). New evidence, new priorities, new attitudes. In Sinclair, J. M. (Ed.), How to use corpora in language teaching (pp. 271299). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Sinclair, J. M. (2004d). Trust the text. Language, corpus and discourse. London, UK: Routledge.CrossRefGoogle Scholar
Sinclair, J. M., & Renouf, A. (1988). A lexical syllabus for language learning. In Carter, R. & McCarthy, M. (Eds.), Vocabulary in language teaching (pp. 140158). London, UK: Longman.Google Scholar
Sripicharn, P. (2004). Examining native speakers’ and learners’ investigation of the same concordance data and its implications for classroom concordancing with EFL learners. In Aston, G., Bernardini, S., & Stewart, D. (Eds.), Corpora and language learners (pp. 233245). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Stubbs, M. (2001). Words and phrases: Corpus studies of lexical semantics. Oxford, UK: Blackwell.Google Scholar
Tono, Y. (2011). TALC in action: Recent innovations in corpus-based English language teaching in Japan. In Frankenberg-Garcia, A., Flowerdew, L., & Aston, G. (Eds.), New trends in corpora and language learning (pp. 325). London,UK: Continuum.Google Scholar
Tribble, C., & Jones, G. (1997). Concordances in the classroom. A resource book for teachers. Houston, TX: Athelstan.Google Scholar
West, M. (1953). A general service list of English words. London, UK: Longman.Google Scholar
Whistle, J. (1999). Concordancing with students using an “off-the-Web” corpus. ReCALL, 11, 7480.CrossRefGoogle Scholar
Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.). (1997). Teaching and language corpora. London, UK: Longman.Google Scholar
Willis, D. (1990). The lexical syllabus. A new approach to language teaching. London, UK: HarperCollins.Google Scholar
Willis, D., & Willis, J. (1989). Collins COBUILD English course. London, UK: HarperCollins.Google Scholar
Yoon, H. (2008). More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12, 3148. Retrieved from http://llt.msu.edu/vol12num2/yoon.pdfGoogle Scholar