[Corpora-List] A new book: Input, Process and Product. Developments in Teaching and Language Corpora

[James Thomas]

A new book: Input, Process and Product. Developments in Teaching and
Language Corpora emerged from the 2010 TaLC (Teaching and Learning Corpora)
Conference held in Brno, Czech Republic . There are 21 papers edited by
Alex Boulton and James Thomas, with a foreword by Chris Tribble. The book,
produced by Marek Prochazka, was very favourably received by the authors
when they were presented with their copies at the book launch which was
included in the welcome reception of the Warsaw TaLC conference in July
this year.

They are available through the Masaryk University online bookshop for
thirty euros. More details, including the full Table of contents is
available at its webpage: http://is.muni.cz/obchod/baleni/60615?lang=en

CONTENTS
Introduction: Corpus language input, corpus processes in learning, learner
corpus product (Alex Boulton, James Thomas)
Section 1: Corpus input for language teaching
Integrating corpora with everyday language teaching (Ana Frankenberg-Garcia)
How people use words to make meanings: Semantic types meet valencies
(Patrick Hanks)
Corpora and teaching academic writing: Exploring the pedagogical potential
of MICUSP (Ute Römer)
A direct application of medical corpora to academic writing: A specialized
concordance
search interface and Moodle-based courseware (Shozo Yokoyama, Chizuko
Suzuki, Seisuke Yasunami, Naoko Kawakita, Ryo Ohba)
Scripted speech in the EFL classroom: The Corpus of American Television
Series for
teaching spoken English (Stefanie Dose)

Section 2: Corpus processes in language learning

Using a corpus for written production: A classroom study (Monika Geist,
Angela Hahn)
Corpus work with ordinary teachers: Data-driven learning activities (Henry
Tyne)
Hands-on / hands-off: Alternative approaches to data-driven learning (Alex
Boulton)
DDL for EFL beginners: A report on student gains and views on paper-based
concordancing and the role of L1 (Kiyomi Chujo, Kathryn Oghigian)
Using data-driven methods in teaching Czech as a foreign language (Klára
Osolsobě, Pavlína Vališová)
Pedagogical perspectives on bundles: Teaching bundles to doctoral students
of biochemistry (Andreas Eriksson)

Section 3: Learner corpora as language description

The lexical patterning of light verbs in GRICLE and native corpora: A
comparative
corpus-based study (Marina Mattheoudakis, Anna-Maria Hatzitheodorou)
Temporal fluency variables in native and non-native English speech: Corpus
findings
and language-pedagogical implications (Sandra Götz)
Chinese learners’ use of formulaic sequences in spoken interaction (Jiajia
Xu, Mark Morgan, John McKenny)
Measuring learner (mis)use: Tense and aspect errors in the Bulgarian and
German
components of ICLE (Svetla Rogatcheva)
Selected errors in the use of verbs by adult learners of English at B1, B2
and C1 levels (Sylwia Twardo)

Section 4: Learner corpora as language input

Interference in advanced English interlanguage: Scope, detectability and
dependency (Susanne Kämmerer)
Completing the feedback loop: Creating spoken learner corpora (M. Trevor
Shanklin)
Developing corpus-based word lists for English language learning and
teaching:
A critical appraisal of the English Vocabulary Profile (Yukio Tono)

-- 
James Thomas
Head of Teacher Training
Department of English and American Studies
Faculty of Arts
Masaryk University
A. Novaka 1
602 00 Brno
Czech Republic
----
Tel: +420 54949 7614
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