The Routledge Handbook of Corpora and English Language Teaching and Learning provides a wide-ranging and authoritative overview of the latest developments and innovations in how corpus approaches, corpus technologies, and corpus data can inform and transform English language teaching and learning.

Reka R. Jablonkai is an award-winning Assistant Professor in Education and Applied Linguistics at the University of Bath. Her research interests include corpus-based discourse analysis, corpora in language teaching, and multilingual educational contexts. Her research projects were funded by the British Association for International & Comparative Education and the British Council. She has published in edited volumes and journals (e.g. English for Specific Purposes, ESP Today) and regularly presents at international conferences (e.g. EuroCALL, TALC, Corpora and Discourse International Conference). She is Chair of the CorpusCALL SIG of EuroCALL. She worked as a teacher trainer and visiting scholar in various contexts, for example, Italy, Lithuania, Germany, Slovenia, and Turkey.

Eniko Csomay is Professor of Applied Linguistics at San Diego State University. She applies corpus-based methods to text analysis, with a primary interest in discourse and language use at the university including English Medium Instruction (EMI) settings.Her main focus has been various aspects of university classroom discourse as well as student writing. Her articles appeared in highly ranked international journals, for example, Applied Linguistics, Journal of English for Academic Purposes, the International Journal of Corpus Linguistics, and Register Studies. She is an editor for the Journal of Corpora and Discourse Studies, and an editorial board member for English for Specific Purposes and the Journal of English for Academic Purposes. In addition to her edited volumes, she also co-authored a textbook (Doing Corpus Linguistics with Routledge). She was awarded multiple international fellowships (e.g. Soros-Oxford, British Council, Fulbright, English Language Specialist) and worked with pre- and in-service teachers and teacher trainers in several countries including Hungary, Georgia, Mexico, Morocco, and Singapore.

Contents

List of figures

List of tables

List of corpora and corpus tools

Contributors

Acknowledgements

Introduction

Reka R. Jablonkai and Eniko Csomay

Section 1 English language teaching and learning informed by language corpora

1 A historical overview of using corpora in English language teaching

Jiajin Xu

2 Corpora and Second Language Acquisition

Magali Paquot

3 Corpora in the teaching of vocabulary and phraseology

Pawel Szudarski

4 Corpus analysis of grammar-in-discourse for English language teaching

Stefan Frazier

5 Corpora in instructed second language pragmatics

Kathleen Bardovi-Harlig and Sabrina Mossman

6 Corpora and speaking skills

William Crawford

7 Corpora for teaching social conversation

Michael McCarthy and Jeanne McCarten

8 Corpora for teaching culture and intercultural communication

Tania Fahey Palma

9 Corpora for materials design

Eric Friginal and Jennifer Roberts

10 Corpora for English language learning textbook evaluation

Mike Nelson

11 English as a Lingua Franca corpora and English language teaching

Xue Wu and Lei Lei

Section 2 Corpora and English for Specific Purposes and English for Academic Purposes

12 Corpus analysis of disciplinary variation and the teaching of ESP/EAP

Paul Thompson

13 Corpora for teaching and learning vocabulary in ESP

Averil Coxhead

14 Corpora for teaching collocations in ESP

Clarence Green

15 Lexical bundles in EAP

Viviana Cortes

16 Corpora for EAP writing

Lynne Flowerdew

17 Corpora and EAP listening comprehension

Belinda Crawford Camiciottoli

18 Corpora and feedback in EAP

Hilary Nesi and Benet Vincent

Section 3 Learner corpora for English language teaching

19 Written learner corpora to inform teaching

Gaëtanelle Gilquin

20 Spoken learner corpora for language teaching

Dana Gablasova and Raffaella Bottini

21 Learner corpora to inform testing and assessment

Sandra Götz

Section 4 Data-driven Learning

22 DDL pedagogy, participants, and perspectives

Fiona Farr and Petter Hagen Karlsen

23 Revamping DDL: Affordances of digital technology

Fanny Meunier

24 Multimodal corpora and concordancing in DDL

Francesca Coccetta

25 DDL for younger learners

Peter Crosthwaite

26 How learners use corpora

Pascual Pérez Paredes

27 Corpora and autonomous language learning

Maggie Charles

28 DDL for English language teaching in perspective

Ivor Timmis and Jane Templeton

Section 5 Corpora and corpus tools for English Language Teaching

29 Evaluating corpus analysis tools for the classroom

Clinton Hendry and Emily Sheepy

30 Building corpora for ELT

Reka R. Jablonkai

31 Parallel corpora in ELT

Laura M. Hartwell and Olivier Kraif

32 Automated syntactic analysis for ELT

Xiaofei Lu, J. Elliott Casal and Yingying Liu

33 Training teachers and learners to use corpora

Agnieszka Lenko-Szymanska

Index