1. U SING C ORPUS - BASED R ESEARCH FOR L ANGUAGE T EACHING AND L EARNING ENGLISH 510 Hee Sung (Grace) Jun & Kimberly LeVelle

2. T HE IMPORTANCE OF CORPUS - BASED RESEARCH FOR LANGUAGE TEACHERS By Susan Conrad (1999)

3. D EFINITIONS OF TERMS Corpus: principled collection of naturally- occurring texts Corpus Linguistics: the empirical study of language relying on computer-assisted techniques to analyze large, principled databases of naturally occurring language Concordancers: software programs that display words or simple grammatical terms with their surrounding context

4. L IMITATIONS OF PREVIOUS CORPUS - BASED WORK FOR LANGUAGE TEACHERS 1. Small-scale analyses Small collection of texts compiled by convenience Looking at all occurrences of a word or reading a transcript from corpus 2. Focus on lexical or lexico-grammatical analyses Study words alone or words in connection with a grammatical feature

5. C HARACTERISTICS OF CORPUS - BASED RESEARCH 1. Use a principled collection of naturally- occurring texts (corpus) Size Diversity 2. Use computers for analyses 3. Both quantitative analyses and functional interpretations of language use

6. A DVANTAGES OF LARGE - SCALE CORPUS - BASED STUDIES 1. Allow investigation of a variety of factors Frequency Semantic categories Grammatical structures Clausal positions Individual items 2. Easy to investigate social variation register, gender, regional differences 3. Provides both structural description and information about use Intuition  concrete support and examples that reliably represent real language use  Interrelated

7. W ILL CORPUS LINGUISTICS REVOLUTIONIZE GRAMMAR TEACHING IN THE 21 ST CENTURY ? By Susan Conrad (2000)

8. C HANGES IN GRAMMAR TEACHING AND RESEARCH AT THE END OF THE 20 TH CENTURY 1. Renewed interest in focus on form 2. Computer technology enabled the development of corpus linguistics

9. T HREE REVOLUTIONARY CHANGES IN GRAMMAR TEACHING IN THE 21 ST CENTURY PROMPTED BY CORPUS - BASED STUDIES 1. Monolithic descriptions of English grammar  register-specific descriptions 2. Integration of teaching of grammar with teaching of vocabulary 3. Structural accuracy  appropriate conditions of use

10. F OUR F ACTORS ON WHICH THE F UTURE OF G RAMMAR T EACHING D EPENDS Introduction of corpus-based research to the right audience including teachers and teachers-in-training Thoughtful presentation of pedagogical applications of corpus research New grammar teaching materials that incorporate corpus-based research Teachers’ willingness to deviate from traditional grammar syllabi and accept the changes

11. I NTEGRATING CORPUS CONSULTATION IN LANGUAGE STUDIES By Angela Chambers (2005)

12. T YPES OF C ORPUS B ASED R ESEARCH TEACHING ABOUT (i.e., teaching about corpora/corpus linguistics) TEACHING TO EXPLOIT (i.e., teaching students to exploit corpus data) EXPLOITING TO TEACH (i.e., exploiting corpus resources in order to teach)

13. M ETHODOLOGY Students studying Applied Languages and Applied Languages with Computing 3 week unit on corpora and concordancing Students design own investigation Corpora for each language were compiled from journalistic and academic writing sources

14. F INDINGS Student reactions to the activity grammar text and corpus together types of text to include in corpus Discovery learning Learner autonomy

15. DISADVANTAGES Not a replacement for grammar book prescriptive vs. descriptive dilemma Limitations of small corpus Time intensive Learner training (as discussed by Jinrong and Pan Na) Availability of corpora (esp. in variety of languages)

16. U SING A C ONCORDANCER