Diachronic investigation of learner language twenty years of the JPU corpus /
Corpus linguistics studies have by now become a staple of linguists and teachers worldwide. Even practitioners who are not directly involved with corpus development or analysis are increasingly aware of this domain and its results. Thus, we can say that the time has come to investigate the long-term...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
2020
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| Sorozat: | EduLingua
6 No. 1 |
| Kulcsszavak: | Íráspedagógia, Írásművészet, Nyelvészet - alkalmazott |
| Tárgyszavak: | |
| doi: | 10.14232/edulingua.2020.1.3 |
| Online Access: | http://acta.bibl.u-szeged.hu/72676 |
| Tartalmi kivonat: | Corpus linguistics studies have by now become a staple of linguists and teachers worldwide. Even practitioners who are not directly involved with corpus development or analysis are increasingly aware of this domain and its results. Thus, we can say that the time has come to investigate the long-term effects of the findings connected to corpus linguistics. This paper focuses on a specific sort of corpus: the learner corpus. It argues that what used to be a more traditional approach represented in the EFL (English as a foreign language) discipline has evolved into a perhaps more appropriate one represented in ELF (English as a lingua franca) partly because of the work of learner corpus research. To demonstrate any existing long-term effects of work with learner corpora on language education, an L2 corpus, the JPU Corpus, is presented. Five of the ten hypotheses originally set up in the early 2000s are revisited and critiqued by applying both quantitative and qualitative investigations. The results indicate that a diachronic learner corpus approach further establishes the shift from EFL to ELF approaches, a potentially useful and relevant change for students and their teachers across the world, especially within the framework of writing pedagogy. |
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| Terjedelem/Fizikai jellemzők: | 47-59 |
| ISSN: | 2415-945X |