Article published In: Pedagogical Linguistics
Vol. 3:2 (2022) ► pp.193–200
Reflections on applied cognitive corpus linguistics
Published online: 13 July 2022
https://doi.org/10.1075/pl.22006.gil
https://doi.org/10.1075/pl.22006.gil
Abstract
This article is a response to the commentaries written in reaction to my target article “Cognitive corpus linguistics and pedagogy: From rationale to applications”. It focuses on some issues raised by several commentators: the complexity of applying cognitive corpus linguistics in the language classroom; the question of authenticity in pedagogy; the link between input, intake and output; the place of the teacher and the researcher in applied cognitive corpus linguistics; and possible expansions of the paradigm. It concludes by underlining the importance of exchanges such as those found in this target issue.
Article outline
- 1.Introduction
- 2.The complexity of applying cognitive corpus linguistics
- 3.Authenticity in pedagogy
- 4.From input to intake to output
- 5.The place of the teacher and the researcher
- 6.Expanding the paradigm
- 7.Conclusion
References
References (13)
Gilquin, G., Bestgen, Y., & Granger, S. (2022). Assessing EFL speech: A teacher-focused perspective. Journal of Second Language Teaching and Research, 91.
Gilquin, G., & Granger, S. (2015). Learner language. In D. Biber, & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 418–435). Cambridge: Cambridge University Press.
(2022). Using data-driven learning in language teaching. In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics. Second edition (pp. 430–442). London: Routledge.
Kotze, H. (2022). Translation as constrained communication: Principles, concepts and methods. In S. Granger, & M.-A. Lefer (Eds.), Extending the scope of corpus-based translation studies (pp. 67–97). London: Bloomsbury.
Le Foll, E. (Forthcoming). “I’m putting some salt in my sandwich.”: The use of the progressive in EFL textbook conversation. In S. Flach, & M. Hilpert (Eds.), Broadening the spectrum of corpus linguistics: New approaches to variability and change. Amsterdam: John Benjamins.
Leech, G. (2011). Frequency, corpora and language learning. In F. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Eds.), A taste for corpora. In honour of Sylviane Granger (pp. 7–31). Amsterdam: John Benjamins.
Lo, M. L., & Marton, F. (2012). Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design. International Journal for Lesson and Learning Studies, 1(1), 7–22.
Madlener, K. (2015). Frequency effects in instructed second language acquisition. Berlin: De Gruyter.
Römer, U. (2005). Progressives, patterns, pedagogy: A corpus-driven approach to English progressive forms, functions, contexts and didactics. Amsterdam: John Benjamins.
VanPatten, B. (1993). Grammar teaching for the acquisition-rich classroom. Foreign Language Annals, 26(4), 435–450.