In:Beyond Concordance Lines: Corpora in language education
Edited by Pascual Pérez-Paredes and Geraldine Mark
[Studies in Corpus Linguistics 102] 2021
► pp. 57–74
Chapter 3Looking back on 25 years of TaLC
In conversation with Profs Mike McCarthy and Tony McEnery
Published online: 22 December 2021
https://doi.org/10.1075/scl.102.03mcc
https://doi.org/10.1075/scl.102.03mcc
Abstract
This chapter is the result of a conversation between Professors Tony McEnery and Michael McCarthy, two of the greatest names in the fields of corpus linguistics and the corpus-based analysis and teaching of the English language. They share their views and experiences of the areas discussed in this volume, including the relationship between DDL and SLA research, the role of formulaic language, spoken language and pragmatics as areas of potential applications of learner corpus research (LCR) methods, the role of frequency in language learning and teaching and, among others, annotation.
Article outline
- Introduction and background
- Use of linguistic knowledge, directly and indirectly in the language classroom
- Perspectives on terminology
- Learners bring implicit linguistic experience and use
- Learning contexts, cultural trends, methodologies and legacies
- The role and relevance of corpus linguistics and frequency in current pedagogies
- Frequency as arbitrator
- Bridging the gap between corpus linguistics and second language acquisition
- Challenges of looking beyond the immediately discoverable
- Looking to the future for discovery and insight
- Overcoming barriers to DDL: New skills, context and personalisation
References
Cited by (2)
Cited by two other publications
Pérez-Paredes, Pascual & Alex Boulton
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