corpus linguistics and second language acquisition – the use of acorn in the teaching of spanish...
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Corpus Linguistics and Second Language Acquisition – The use of ACORN in the
teaching of Spanish Grammar
Guadalupe Ruiz Yepes
Introduction
Demands for authentic language use in the teaching of a second language
Observing corpora has helped to reveal patterns of real language use
ACORN project aims to provide corpus analyses in output formats suitable for teaching and learning
Goals of using corpora in Grammar Clinics:• show students many more examples (than in grammar books)• authentic examples• corpora as self-access support while writing essays, preparing
for exams
Case study
Beginners’ grammar clinics group (GC1)
• Corpus-based approach
• explain grammar topic; create exercises involving corpus search for examples that match grammar statements
• Deductive method
Advanced grammar clinics group (GC2)
• Corpus-driven approach
• lexical items (eg verbs, prepositions) are specified; students analyse concordances themselves; they find, list and explain the frequent grammar patterns
• Inductive method
Corpus-based exercises in GC1: ser and estar
SER• In equational sentences of the
sort A=B, where A and B are nouns or pronouns.
• With adjectives or adjectival phrases referring to identity or nature.
• Followed by de + noun to denote origin or the material something is made of.
• In impersonal statements.
ESTAR• To describe state as opposed
to identity or nature.• Followed by de + adjective or
noun to indicate mood, temporary employment or situation.
• To indicate location.
Ser and estar: Concordance lines from ACORN for es (GC1)
Ser and estar: Concordance lines from ACORN for está (GC1)
Corpus-driven exercises with GC2: Concordance
lines from ACORN for the preposition para
Corpus-driven exercises with GC2:
Concordance lines from ACORN for por
por and para functions figured out by students (GC2)
PARA• To indicate purpose,
object or destination.• Direction after verbs of
motion.• To translate ‘for’ when it
means ‘considering’.• To translate ‘by’ in time
phrases.• To translate the idea of
‘for’ specifying a period of time in the future
POR• To denote ‘because’,
‘because of’ and ‘why?’• To translate ‘by’ in
passive constructions.• To translate ‘in support
of’.• To indicate prices and
amounts of money.• To indicate periodicity in
time phrases.
Students’ exercises (GC2)
Students’ exercises (GC2)
Conclusions
• Change of attitude of the students towards corpus methodology
• Labs suitable for the teaching of grammar
• The Spanish corpus in ACORN needs improvement