How Can Corpus Data Be Applied for EFL Learners and Teachers?

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Shin-Chul Hong
• 간행물 정보: 『영어교육연구』제22권 2호, 55~77쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.06.30

영문 초록

Corpora have been considered a source of native speakers’ language use. For this reason, they are often applied to language pedagogy under the assumption that learners can benefit from experiencing authentic language use. However, it is also true that EFL learners and teachers hesitate to use complicated and massive amounts of corpus data. Besides, the complex nature of such corpus data, another crucial reason for wavering is a lack of systematic methodology to guide learners and teachers in applying corpus data to language learning and teaching. In fact, many studies have focused on the positive potential and possibilities of corpus-based approaches in terms of how they contribute to developing learners’ awareness of how language is actually used. However, few studies have presented systematic guidelines for how corpus data can be used or analysed in EFL contexts. For this reason, the purpose of the study is to present guidelines which EFL learners and teachers adopt for their language learning and teaching from a theoretical perspective. To this end, the study first discusses pedagogically useful aspects of corpus data which represent authentic language use (language normality) in terms of ‘what to learn’. To do this, three aspects (collocation, colligation, and semantic prosody) are argued. Second the study presents specific methodologies for applying corpus data in terms of ‘how to learn’. For this, the study presents two specific examples of corpus-based methodologies which are based on guidelines for EFL contexts.

목차

I. INTRODUCTION

II. WHAT TO LEARN

III. HOW TO LEARN

IV. CONCLUSIONS AND FUTURE DIRECTIONS

키워드

language normality collocation colligation semantic prosody filtering specifications product-/process-oriented methodologies.