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Article

Инструменты корпусного анализа в обучении иностранному языку

Горина О. Г.

As was initially suggested by data-driven teaching pioneers not only the researcher, but also the learner should be given the chance of studying language through corpus or get access to authentic linguistic data. Working on that assumption,the article elaborates on the potential of corpus analysis for the purpose of L2 teaching. Firstly, a succession of corpus tools (concordance, collocation search, corpus statistics etc.) is described with the view of actively using them in L2 classroom. Thus, condensed reading, concordance vertical scanning for lexico-grammatical profiling ( or statistically viable and corpus-verified collocation and colligation) and other teaching tools to develop L2 linguistic competence are being discussed. Secondly, the necessity of learner’s and teacher’s corpus competence is put forward, which is believed to be both an unorthodox and integrative approach to develop L2 language skills. The article advocates that corpus tools for collocation search together with colligation detection (or probable grammar structures) are powerful means to develop both language and research skills. The article sets some practical examples of possible learner-driven corpus research that should promote critical thinking and enable learners to interpret corpus data. Thirdly, based on our personal experience, the idea and practicality of compiling university – made corpora is evaluated. A brief comparison of a diversified corpus (such as the British National Corpus) versus a “home”-made corpus is provided.