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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