From Corpus to Classroom Book

Acknowledgements     v
Preface     xi
Introduction     1
Introduction: the basics     1
What is a corpus and how can we use it?     1
Which corpus, what for and what size?     3
How to make a basic corpus     5
Basic corpus linguistic techniques     8
Lexico-grammatical profiles     14
How have corpora been used?     17
How have corpora influenced language teaching?     21
Issues and debates in the use of corpora in language teaching     25
Establishing basic and advanced levels in vocabulary learning     31
Introduction     31
Frequency and native-speaker vocabulary size     31
The most frequent words and the core vocabulary     33
The broad categories of a basic vocabulary     37
Chunks at the basic level     46
The basic level: conclusion     46
The advanced level     47
Targets     48
The vocabulary curve     49
The 6,000 to 10,000 word band     50
Meanings and connotations     53
Breadth and depth     54
Lessons from the analysis of chunks     58
Introduction     58
The single word     58
Collocation     59
Strings of words in corpora     60
Phraseology and idiomaticity     62
Looking at corpus data     64
Interpreting the data: chunks and single words     69
Chunks and units of interaction     70
Conclusions and implications     75
Idioms in everyday use and in language teaching     80
Introduction     80
Finding and classifying idioms     82
Frequency     84
Meaning     86
Functions of idioms     87
Idioms in specialised contexts     90
Idioms in teaching and learning     94
Grammar and lexis and patterns     100
Introduction     100
The example of border     102
Grammar rules and patterns: deterministic and probabilistic     104
The get-passive: an extended case study     106
Previous studies of the get-passive     106
Get-passives and related forms     108
Core get-passive constructions in the CANCODE sub-corpus     109
Discussion     113
Grammar as structure and grammar as probabilities: the example of ellipsis      114
Conclusions and implications     115
Grammar, discourse and pragmatics     120
Introduction     120
Non-restrictive which-clauses     120
Previous studies of which-clauses     122
Concordance analysis of which-clauses     122
If-clauses     127
Wh-cleft clauses     130
Bringing the insights together     136
Corpus grammar and pedagogy     137
Listenership and response     140
Introduction     140
Forms of listenership     142
Response tokens across varieties of English     145
Functions of response tokens     148
Conclusions and implications     155
Relational language     159
Introduction     159
Conversational routines     163
Small talk     168
Discourse markers     171
Hedging     174
Vagueness and approximation     176
Conclusions and implications     181
Language and creativity: creating relationships     184
Introduction     184
Spoken language and creativity     184
Corpora and creativity     188
Creative speakers     190
Applications to pedagogy     191
Corpus to pedagogy: creating relationships     192
SUEs and creativity     192
Quantitative and qualitative     196
Conclusions     197
Specialising: academic and business corpora     198
Introduction     198
Written academic English     198
Written academic English: examples of frequency     200
Spoken academic corpora     203
Spoken academic English, conversation and spoken business English     204
The CANBEC business corpus     206
Chunks     210
Problem and its institutional construction in CANBEC     214
Summary     216
Pedagogical implications     216
Exploring teacher corpora     220
Introduction     220
Classroom discourse     222
Frameworks for the analysis of classroom language     222
Applying the frameworks to a corpus of classroom data     229
Looking at questioning in the classroom     233
Teacher corpora in professional development     240
Conclusions and considerations     243
Coda     246
References      249
Appendix 1     284
Appendix 2     297
Appendix 3     301
Author index     305
Subject index     310
Publisher's acknowledgements     314