1. Corpus Analysis & Attention to Form in the CLT Classroom: an old hope & a new tool Corpus Analysis & Attention to Form in the CLT Classroom: an old hope & a new tool By

2. Introduction Torn between two lovers Form Meaning

3. What is the problem? In the CLT or MBI, the focus is always on ????? In the CLT or MBI, the focus is always on ????? But this is risky because learners become more fluent, but less ??????? But this is risky because learners become more fluent, but less ??????? Thus, there is a need for attention to form in the CLT classroom. Thus, there is a need for attention to form in the CLT classroom.

4. But How? Feedback on linguistic errors (but again this is problematic, Why? Feedback on linguistic errors (but again this is problematic, Why? Face-threatening Face-threatening Anxiety-provoking Anxiety-provoking Affects predetermined objectives Affects predetermined objectives So, what is the solution?

5. Recasting: a reformulation of the student’s error Example: Example: S: She go to the AUC every day. T: She goes to the AUC every day? But this is not always successful, Why?

6. You know why? Because some learners perceive the recast as a confirmation on meaning rather than a correction of form. Because some learners perceive the recast as a confirmation on meaning rather than a correction of form. Thus, the problem still remains!!!!

7. My Research Question: How can corpus analysis help learners attend to certain problematic linguistic forms? To answer the research question, focus will be on lexical errors, why? Because they always disrupt communication

8. Example from a pilot study: Feedback in a CLT context Number of errors Errors in meaning Errors in form 28 28 10 1018 Corrected: 13 Corrected: 10 Corrected: 3

9. All the three errors corrected were lexical errors: Two are investigated here A. Atmosphere vs. weather Ex. The weather in the party was so friendly. Ex: the atmosphere is really cold; we can’t go out. B. Terrible (adj.) - You like his English - Of course, his English is really terrible.

10. Atmosphere Vs. Weather

11. Hypothetical CLT Teacher-led discussion activity: T: What are the adjectives that precede weather? Ss: bad, cold, good, heavy, and tough T: Are they concrete or abstract? Ss: They are concrete. T: what does this make you know about this word? Ss: it is something we can physically feel. Now what about atmosphere?

12. Concordances for atmosphere

13. Teacher-led discussion activity: T: What are adjectives used with the word atmosphere? S: intellectual, peaceful, productive, cooperative, cordial, candid, positive. T: Are they same as cold, tough, heavy? Ss: No, they are different T: Can you physically feel the word atmosphere like the word weather? T: Can you physically feel the word atmosphere like the word weather? Ss: No, it is not physical! Ss: No, it is not physical!

14. Now look at these examples from the corpus: 1- The atmosphere of the discussion was productive, it was candid 2- An atmosphere of terror and human rights abuses 3- An atmosphere and attitude that is very positive what do they confirm to you? Ss: Atmosphere is not at all physical

15. T: which of them can you control and which is not controllable? Ss: We create atmosphere. T: What is your evidence from the corpus? Ss: 1- I am saying that they have got to improve the atmosphere 1- I am saying that they have got to improve the atmosphere 2- to set a nice atmosphere for the kid….. 3- The agreement on economic issues creates a warm, cooperative atmosphere that allows……

16. T: what is your evidence that the same is not applied to weather? Ss: 1- when the weather improves (out of itself, no external force) 2- going to the sea will increase when the weather improves (out of itself, no external force) 3- before the weather turned bad (of itself, no external force)

17. Teaching Suggestions: 1- Corpora can be used to draw the learner’s attention to the linguistic errors without any explicit correction. 2- Corpus analysis can be used to add interaction to our classroom activities 3- Corpus analysis should be functioned more in our classes for error correction

18. Now leaving with a big thank-you on my face and good luck to the one taking my place