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![FINDINGS
Positive response from the students regarding the
use of corpus activity in second language learning
particularly in enhancing vocabulary and writing
skills
Two explanations offered by the author for this:
1) The teacher is using different emphases for
different classes (he [teacher] integrated more
corpus-related class activities into the
intermediate class, e.g: letting students have
hands-on practice, whereas the advanced class
used the corpus rather independently on their
own, with less class time devoted to corpus work)
2) Proficiency level may have had an influence on
student evaluations as well as on their uses of the
corpus.](https://image.slidesharecdn.com/gradedassignment3-120507234024-phpapp01/85/Graded-assignment-3-13-320.jpg)
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Graded assignment #3
- 1. CORPUS LINGUISTICS: CONCORDANCER Ahmad Aizuddinbin Azizan (0820749) Mohd Iqbal bin Ahamat @ Ahamad (0839907) Muhammad Amzar Zamir bin Abu Bakar (0910369)
- 2. WHAT IS ‘CONCORDANCER’? a piece of software, either installed on a computer or accessed through a website, which can be used to search, access and analyse language from a corpus useful in exploring the relationships between words and give us very accurate information about the way language is authentically used allows us to enter a word or phrase and search for multiple examples of how that word or phrase is used in everyday speech or writing
- 3. SCOPES OF THEFIELD Lexicography and dictionary making Stylistics Literary research Pure linguistics research English Language Teaching(ELT)
- 4. CONCORDANCE IN ELT Having access to a corpora of authentic language can help us to check or reconfirm our assumptions about the way that language is used can check the uses and collocations of words we are teaching are the most frequent, up to date and correct
- 5. CONT… can findauthentic examples to demonstrate and reinforce the language we are teaching can use them to create our own worksheets based on authentic materials
- 6.
- 7. TYPES OF CORPUS Books Periodicals Unpublished written discourse Scripted and unscripted spoken discourse Etc. * the more text in a corpus, the more likely it is to give an accurate representation of the language and an adequate number of examples of a given keyword
- 8. LIST OF CONCORDANCERS Open Source Shakespeare: http://www.opensourceshakespeare.org/concordance/ Text-Based Concordances: http://www.lextutor.ca/concordancers/text_concord/ Multi concordance: http://www.lextutor.ca/concordancers/multi/ Web Concordancer (English): http://vlc.polyu.edu.hk/concordance/WWWConcappE.htm English Web Corpus Family: http://199.19.225.121/searchwc.html
- 9. CONT… The Corpus of Contemporary American English: http://corpus.byu.edu/coca/ Corpus of Historical American English: http://corpus.byu.edu/coha/ Cintil Corpus Internacional Do Portuguese: http://cintil.ul.pt/
- 10. ESL STUDENT ATTITUDESTOWARD CORPUS USE IN L2 WRITING HYUNSOOK YOON ALAN HIRVELA School of Teaching and Learning, Ohio State University
- 11. PURPOSE Tostudythe attitudes and perceptions of Taiwanese EFL students towards web-based concordancer regarding the usefulness of it.
- 12. CORPUS USED/METHODOLOGY 1)The participants were from two classes of different levels: 22 ESL students (8 intermediate level, 14 advanced level) 2) Both classes used Collins COBUILD Corpus, a large database consisting of millions of entries derived mainly from written sources. 4) After the teacher introduced the corpus, the students were asked to explore it in regard to the words that they are having problem with in their writing, and they were asked to send the (search) results to the teacher via email. 5) A set of questionnaire was distributed on the 18th week to each of the participants and an interview session was conducted to further explore participants’ view on concordancer.“
- 13. FINDINGS Positive response from the students regarding the use of corpus activity in second language learning particularly in enhancing vocabulary and writing skills Two explanations offered by the author for this: 1) The teacher is using different emphases for different classes (he [teacher] integrated more corpus-related class activities into the intermediate class, e.g: letting students have hands-on practice, whereas the advanced class used the corpus rather independently on their own, with less class time devoted to corpus work) 2) Proficiency level may have had an influence on student evaluations as well as on their uses of the corpus.
- 14. REFERENCES Flowerdew, J. (n.d).Concordancing in Language Learning. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.3263&rep=rep1&t ype=pdf Nick Peachey. (2005). Concordancer in ELT. Retrieved from: http://www.teachingenglish.org.uk/articles/concordancers-elt Yin Lin Cheung. (2004).Teacher training for effective writing instruction: Recent trends and future directions. Retrieved from: http://ac.els-cdn.com/S1060374307000471/1-s2.0-S1060374307000471- main.pdf?_tid=433e2eec6f40dff20f134af18cbd6d40&acdnat=1335231119_62614e 1d4ac2888f6317bb7acddbcc04 Hyunsook Yoon. Alan Hirvela. (2004). ESL Students attitudes towards corpus use in L2 writing. Retrieved from: http://englishteachersplace.com/wp- content/uploads/2011/09/YoonHirvela_2004.pdf