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