1. Class 3 Corpora in language teaching

2. Current trends in FLT  Communicative Language Teaching  Trends within CLT authentic language contextualised language focus on form learner independence/autonomy language awareness

3. Corpora in FLT  application 1 - a tool for teachers  application 2 - a tool for learners

4. Application 1  More accurate description of language frequency of words and grammatical features meanings of words extended units of meaning – phraseology collocations  Identifying problematic areas for L2 learners (learner corpora)  Syllabus design (especially ESP courses)  Production of teaching materials authentic examples learners’ dictionaries

5. More accurate description of language  Information on word frequency in dictionaries example from Collins COBUILD Dictionary

6. frequent word

7. infrequent word

8. More accurate description of language  Arrangment order of word meanings examples from Oxford and Longman Dictionaries

9. OALD 1974 core meaning first

10. LDCE 2003  Look at the next slide. Notice which meaning is listed as the first one. Why?

12. The Academic Wordlist Here is a corpus-based list of words that are particularly frequent in academic English, irrespective of the discipline http://oald8.oxfordlearnersdictionaries.c om/academic/

13. Identification of problematic areas

14. This/that/these/those  The following slide shows how frequently determiners are used by two groups of Polish upper-intermediate (Comp2) and advanced (Comp4) learners of English as well as native- speaking expert writers – journalists (BNCWA).  Can you see any problems in the use of determiners by Polish learners of English?

16.  The following two slides illustrate possible post-modification patterns of the determiner those.  Study the table. Can you see any differences in the post-modification patterns between Polsih learners of English and native expert writers?

19. Application 2  Data-driven learning (Tim Johns, University of Birmingham) students consult a corpus discovery learning increases motivation and interest the results are more lasting

20. DDL  Option A the teacher sets the task and asks students to consult  pre-selected citations  unedited concordance lines the teacher is more in control and knows what students will find

21. Option A  Presentation stage looking for examples for a particular word/phrase/structure in a corpus studying concordance lines to look for different meanings, collocations, colligations or translations (in the case of parallel corpora)  Practice stage finding missing words in concordance lines

22. DDL  Option B the student (together with the teacher) looks for an answer to a particular problem that has arisen from the student’s language use more open-ended and unpredictable Tim Johns’ Kibbitzers http://lexically.net/TimJohns/index.html http://lexically.net/TimJohns/index.html MICASE Kibbitzers http://micase.elicorpora.info/researchers/micase -kibbitzers http://micase.elicorpora.info/researchers/micase -kibbitzers