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Corpus Linguistics for Education: A Guide for Research

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Abstract

Corpus Linguistics for Education provides a practical and comprehensive introduction to the use of corpus research-methods in the field of education. Taking a hands-on approach to showcase the applications of corpora in the exploration of educationally relevant topics, this book: • covers 18 key skills including corpus building, the role of frequency, different corpus methods, transcription and annotation; • demonstrates the use of available corpora and desktop and online corpus analysis tools to conduct original analyses; • features case studies and step-by-step guides within each chapter; • emphasises the use of interview data in research projects. Corpus Linguistics for Education is an essential guide for students and researchers studying or conducting their own corpus-based research in education.
Pérez-Paredes, P. (2020). Corpus Linguistics for Education. A Guide for Research. Routledge.
Corpus Linguistics for Education provides a practical and comprehensive
introduction to the use of corpus research-methods in the field of education. Taking a
hands-on approach to showcase the applications of corpora in the exploration of
educationally relevant topics, this book:
• covers 18 key skills including corpus building, the role of frequency, different
corpus methods, transcription and annotation;
• demonstrates the use of available corpora and desktop and online corpus analysis
tools to conduct original analyses;
• features case studies and step-by-step guides within each chapter;
• emphasises the use of interview data in research projects.
Corpus Linguistics for Education is an essential guide for students and researchers
studying or conducting their own corpus-based research in education.
For information, visit https://www.routledge.com/Corpus-Linguistics-for-Education-A-
Guide-for-Research/Perez-Paredes/p/book/9780367198435
... En esta nueva orientación se enmarca el "aprendizaje basado en datos" (ABD, Data-Driven Learning, DDL, en inglés), que utiliza los corpus lingüísticos con objetivos pedagógicos (Gilquin y Granger, 2010), exponiendo al aprendiente a datos reales para que, a través de la indagación colaborativa guiada por el profesor, construya su propio conocimiento de forma significativa, animándolo a convertirse en un investigador lingüístico (Johns, 2002). Esto es posible debido a que los corpus lingüísticos, en función de las características propias de las distintas tipologías existentes, ofrecen un inmenso caudal de información de tipo léxico, gramatical, semántico, sociolingüístico, etc., muy productivo para la educación (Pérez, 2021;Rojo, 2021). Como ya comentamos en trabajos previos (Contreras, 2019(Contreras, , 2020, desde una concepción multimodal, la aplicación del ABD ampliado con otras herramientas lexicográficas virtuales y otros materiales de distinta modalidad audiovisual y documental (Clark y Paivio, 1991;Escorza, 2017;Paivio, 2014) provoca efectos beneficiosos en la enseñanza y aprendizaje de contenidos y el desarrollo de competencias en asignaturas de grado universitarias en el ámbito de las humanidades, la filología y la lingüística. ...
Chapter
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La actividad educativa en el ámbito universitario ha sufrido una importante transformación metodológica en los últimos tiempos, evolucionando desde el tradicional aprendizaje por recepción, con un papel pasivo del alumnado, hasta el aprendizaje por descubrimiento e indagación, con el discente como actor fundamental en la construcción de su propio conocimiento mediante la exploración y el descubrimiento guiado. A esta evolución metodológica han contribuido decisivamente las TIC, propiciando nuevas realidades educativas como el e-learning o la Flipped Classroom. En esta nueva orientación se enmarca el “aprendizaje basado en datos” (ABD), que utiliza los corpus lingüísticos con objetivos pedagógicos, exponiendo al aprendiente a datos reales para que, a través de la indagación colaborativa guiada por el profesor, construya su propio conocimiento de forma significativa. En anteriores trabajos presentamos una propuesta didáctica para el análisis del léxico de muestras lingüísticas orales desde un punto de vista lingüístico, lexicográfico, lexicométrico y etnolingüístico empleando el ABD ampliado, concluyendo que dicha metodología beneficia la enseñanza y aprendizaje de contenidos y el desarrollo de competencias en asignaturas de grado universitarias en el ámbito de las humanidades, la filología y la lingüística. En este nuevo trabajo, sin dejar de lado los datos puramente lingüísticos, focalizamos nuestra atención en la información de tipo sociocultural que atesoran las unidades léxicas de las muestras lingüísticas analizadas, con el objetivo de contribuir al desarrollo del conocimiento del mundo o enciclopédico del alumnado, conocimiento imprescindible, desde postulados cognitivos, para que pueda producirse el aprendizaje significativo. Para ello, en primer lugar, analizaremos los resultados de la aplicación de dicha propuesta didáctica en los últimos cursos; y en segundo lugar, presentaremos una actividad diseñada para mejorar el aprovechamiento de las herramientas digitales por parte del alumnado, favoreciendo igualmente el desarrollo de su cultura técnica.
... Individuals present their affiliation with an institution by using personal pronouns (Drew and Sorjonen, 1997), and teachers' pronoun choice can indicate the extent to which they claim alignment with their school (Spicksley and Watkins, 2020). At the following stage of "analysis" (Wiggins and Potter, 2007) we employed a corpus-assisted discourse analysis to explore the phenomenon of interpersonal pronoun use in more depth (Hepburn and Potter, 2003;Pérez-Paredes, 2021). At this stage, as we moved away from initial coding and toward analysis, "simple counts" of the pronouns I and we were used as an "aid to understanding the patterning" (Hepburn and Potter, 2003, p.189) of pronoun use. ...
Article
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In March 2020, schools in England were closed to all but vulnerable children and the children of key workers, as part of a national effort to curb the spread of the Covid-19 virus. Many teachers were required to work from home as remote learning was implemented. Teaching is primarily a relational profession, and previous literature acknowledges that supportive relationships with peers help to maintain teachers' resilience and commitment during challenging periods. This paper reports on findings from a small-scale study conducted in England during the first national lockdown beginning in March 2020, which explored the impact of the requirement to teach remotely on teachers' identity and peer relationships. A discourse analysis, informed by the aims and practices of discursive psychology, was conducted in order to explore the association between constructions of peer support and responses to the Covid-19 pandemic. Findings indicate that teachers who presented their professional self-identity as collective rather than personal appeared to have a more positive perspective on the difficulties caused by the Covid-19 pandemic. These findings, which have implications for policymakers and school leaders, contribute to the growing field of research on the impact of the Covid-19 pandemic on education by showing the strong association between teachers' constructions of identity and their capacity to respond positively to the challenges brought about by the Covid-19 pandemic.
Chapter
Corpus Linguistics is the study of linguistic phenomena through the analysis of data obtained from a corpus by using modern computer technology.
Article
Corpus linguistics has developed significantly as a branch of applied linguistics in recent times, in relation to the possibilities of employment in research both in linguistics and in related disciplines. This field of study, furthermore, aims at assaying and describing the salient characteristics of a language by questioning collected and stored data on computer support, in the most applicable way. Considering the proposed definition, it was decided to use the methodology of collection, archiving, and interrogation, specific of corpus-based analysis, within the language educational practices for teaching Italian as L1 and L2. For the purposes of experimentation, a working group of 30 Italian teachers was set up that was aimed at students from different educational orders, and specific training was proposed, within a course organised by Centro Interculturale della Città di Torino. At the end of the course, the teaching staff were able to use the operative modalities of the corpus linguistics with regard to the collection and analysis of the linguistic productions of the students, questioning the corpora with respect to the linguistic uses. In conclusion, the corpora were used as a tool for linguistic analysis and to suggest interventions on error analysis, proving effective both for teachers and for learners. Actually, all the linguistic productions have been used as a basis for the linguistic research proposed to the learners. Teachers were offered a questionnaire about experimentation and the results were positive, as these showed how corpus linguistics can contribute to a significant awareness of learners about the language and learning goals.
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A corpus-based study on the Sustainable Development Goals (SDGs)
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The United Nations 2030 Agenda was set in 2015 with the aim of achieving a better and more sustainable future for the whole planet. In order to achieve this aim, 17 interconnected sustainable development goals (SDGs) were proposed by the UN members to “address the global challenges human beings face, including those related to poverty, inequality, climate change, environmental degradation, peace and justice”. All sectors of society have been mobilized in three levels: global action, local action and people action, in which the academia and stakeholders are included, with the aim of generating an “unstoppable movement pushing for the required transformations”. Although the SDGs have been widely publicized, there are still many people are not aware of these goals and how they have been dealt with in their own countries. In order to address this gap we will discuss how Data-Driven Learning (Johns, 1986; Scott, 2010) can be used as a rich approach to teach content and language in thematic classes. By using this approach, teachers will be able to elaborate "hands-on" and "hands-off" activities (Boulton, 2010; Frankenberg, 2012, 2016, 2021; Crosthwaite et al. 2021) to secondary students. At the same time, in Higher Education, undergraduate students will be able to observe how the theme has been discussed in research papers and which collocational and colligational patterns can be learned by corpus exploration and online tools (Charles, 2012; Pinto, 2018; Carvalho et. al., 2021). We hope this presentation can inspire English as a second language teachers and researchers to bring an active and autonomous corpus-based approach to class. (VIDEO: https://languages-cultures.uq.edu.au/event/session/7324)
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There is a need to investigate the implementation of English-medium instruction (EMI) and internationalisation policies in English-medium Education in Multilingual University Settings (EMEMUS). The aim of this study is to better understand EMI lectures’ approach to managing content and language in their EMEMUS teaching. Our analysis explores the development and construction of knowledge in the EMEMUS context by examining lecturers’ understanding of the roles of English and their beliefs about teaching and learning there in. Specifcally, the ROADMAPPING framework is applied to anlyse two lecturers’ practices and processes in detail.The findings of this study signal macro and micro facets of internationalisation that are supported and impeded by the lecturers' practices and processes. Challenges that the EMI lectures face are directly linked to their confidence in their own language skills, to their pedagogical approaches when teaching through English, and to their perceptions of their roles in the classroom. More broadly, this study allows for further commentary on EMI lecturers’ practices and perceived role in language provision.
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This research investigates the use of Data-driven learning (DDL) tasks in the teaching and learning of acronyms in a specialised corpus. Our target population is professional military staff (n=16). The researchers collected and analysed the Salvage and Rescue of Submarines Corpus (SAR) where the patterning of acronyms, neglected in English for Specific Purposes (ESP), plays a substantial role. Using a mixed-methods methodology, this research looked at the students' interaction with DDL, as well as at the subsequent interviews with the students. Deductive and inductive paper-based DDL tasks with concordance lines of acronyms were used with two groups of students of different rank. Both groups found the tasks challenging and showed mixed reactions towards concordance lines. While there has been a much-needed emphasis on tools and corpus methods training in DDL, we suggest that conversations with adult, professional students about the nature of instructed language learning and language patterning are absolutely essential to promote a more active learner role in DDL approaches.
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