|corpus (pl. corpora)
|A large language database
|A means of communication across national and linguistic boundaries
|Individuals who are learning English in order to communicate with others who use English as a language of international communication.
|Corpus analyzed for grammatical structure
|keyword in context (KWIC)
|A selected word, phrase, or particle in the corpus presented down the middle of the page with a limited amount of linguistic context on either side
|lexical approach to language teaching
|Teaching based upon the understanding that words typically do not occur in isolation, but in prefabricated chunks, or collocations
|Computer identified prefabricated chunks that enable fluent production
|corpus-based lexical chunks
|‘Real’ English used in teaching and learning
|A dictionary whose words, meanings and examples are derived from a corpus
|A syllabus created on prefabricated chunks.
|A corpus of language data produced by learners of
|A corpus of text aligned with its translation in another language
|data-driven learning (DDL)
|The use of students to identify, classify, and generalize on the basis of language experience
|A common means of communication for speakers of different first languages
|norms of mutual intelligibility
|Unifying norms developed by bilingual users of English and standards are developed.
|EIL language database
|modernization model of curriculum development
|The application of western models by inner-city countries to outer and expanding-circle contexts.
|A belief that the educated native speaker and Inner-Circle models of English are used as the desired standard against which judgments of learner appropriacy are made.
|A functional variety of English which is acquired as an addition to the speaker’s first language in order to communicate with other speakers for whom English is not their first language.corpus (pl. corpora)
|cultural implications of corpus selections
|Different cultural influence in a variety of corpora.
|corpus-based critical EIL awareness program
|A learning program where students might be encouraged to compare features of different language varieties or differences between spoken and written corpora of a given variety.
- Key points from Ch. 13 Author: Flowerdew
- Uses of corpora include investigating patterns of lexis, grammar, semantics, pragmatics, and textual features
- There are 3 types of corpora: raw state tagged and parsed.
- Uses of corpus are both direct and indirect
- Direct uses are the use of corpus in dictionaries, grammar and usage books and course books.
- Indirect uses
-Teachers using corpora for further learning
– They can use corpus examples to support their explanations
-Creation of specific classroom instruction material
- Used in ESP teachings
- Principles and practices for an EIL framework
- The issue of standards –learners that want assess to different variations of English should be allowed to do so in preparation for the real world.
- The ‘real’ English question – ‘Real’ English is just not native English but other variations as well.
- Applications – local corpora is more useful in learning.
- ELF –ELFA corpora can be used in EIL teachings for more effectiveness.
- Academic and business corpora are useful because they are popularly known and can be used as examples that students relate with.
- Cultures of learning- each corpus selection has a cultural implication that needs to be understood before it can be used in learning for effectiveness.
- Critical language awareness- students should be allowed to compare and contrast different corpora and learn more about different parts of the world.