What is included with this book?
List of Figures | p. ix |
List of Tables | p. xii |
Preface | p. xv |
Notes on Contributors | p. xix |
List of Abbreviations | p. xxv |
Introduction | p. xxviii |
Corpora with language learners: use | |
TaLC in action: recent innovations in corpus-based English language teaching in Japan | p. 3 |
Using hands-on concordancing to teach rhetorical functions: evaluation and implications for EAP writing classes | p. 26 |
Tracing the Emo side of life. Using a corpus of an alternative youth culture discourse to teach Cultural Studies | p. 44 |
Working with corpora for translation teaching in a French-speaking setting | p. 62 |
IFAConc - a pedagogic tool for online concordancing with EFL / EAP learners | p. 81 |
Corpora for language learners: tools | |
A corpus-based approach to automatic feedback for learners' miscollocations | p. 107 |
Multimodal functional-notional concordancing | p. 121 |
Academic corpus integration in MT and application to LSP teaching | p. 139 |
Using corpora in the learning and teaching of phraseological variation | p. 153 |
The SACODEYL search tool - exploiting corpora for language learning purposes | |
Corpora by language learners: learner language | |
Oral learner corpora and the assessment of fluency in the Common European Framework | p. 181 |
Preferred patterns of use of positive and negative evaluative adjectives in native and learner speech: an ELT perspective | p. 198 |
BAWE: an introduction to a new resource | p. 213 |
The impact of culture on the use of stance exponents as persuasive devices: the case of GRICLE and English native speaker corpora | p. 229 |
Polishing papers for publication: palimpsests or procrustean beds? | p. 247 |
Index | p. 263 |
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