内容

目次

Preface; Introduction; 1. Using general and specialised corpora inlanguage teaching: Past, present and future, Ute Romer (University ofMichigan, USA); 2. Using corpora to teach academic writing, Annelie Adel(Goteborg University, Sweden); 3. "I sort of feel like, um, I want to, agreewith that for the most part...": Reporting Intuitions and Ideas in SpokenAcademic Discourse, Begona Belles-Fortuno (Universitat Jaume I, Spain) andMari Carmen Campoy (Universitat Jaume I, Spain); 4. Hong Kong engineeringcorpus: empowering professionals-in-training to learn the language of theirprofession, Winnie Cheng (Hong Kong Polytechnic University, Hong Kong); 5. Acorpus-informed approach to teaching lecture comprehension skills in Englishfor Business Studies, Belinda Crawford Camiciottoli (University of Florence,Italy); 6. Creating a corpus of EIL cross-cultural interaction in the publicdomain, Maria Georgieva (Sofia University, Bulgaria) and Lilyana Grozdanova(Sofia University, Bulgaria); 7. Spoken learner corpora and EFL teaching,Sylvie De Cock (Universite Catholique de Louvain, France); 8. Designing andexploiting a small online English-Spanish parallel corpus for languageteaching purposes, Julia Lavid (Universidad Complutense de Madrid, Spain),Jorge Arus (Universidad Complutense de Madrid, Spain) and Juan RafaelZamorano (Juan Rafael Zamorano); 9. English phrasal verbs: A usage-basedapproach to L2 acquistion, Rafael Alejo (Universidad de Extremadura, Spain);10. FL students' input in EAP courses in higher education: Corpus methodologyfor implementing language representativeness, Izaskun Elorza (Universidad deSalamanca, Spain) and Blanca Garcia-Riaza (Universidad de Salamanca, Spain);11. Analysing EFL learner output in the MiLC project: An error it's*, butwhich tag?, Ma Angeles Andreu Andres, Aurora Astor Guardiola, Maria BoqueraMatarredona, Penny Macdonald, Begona Montero Fleta and Carmen Perez Sabater(Universitat Jaume I, Spain); 12. Focus on errors: Learner corpora aspedagogical tools, Amaya Mendikoetxea, Susana Murcia and Paul Rollinson(Universidad Autonoma de Madrid); 13. Incorporating learner corpora data ingrammar teaching, Tom Rankin (Vienna University of Economics and BusinessAdministration, Austria); 14. The monolingual learners' dictionary as aproductive tool: The contribution of learner corpora, Magali Paquot andSylvie De Cock (Universite Catholique de Louvain, France); 15. Analysis oforganising and rhetorical lexical items in a learner corpus of technicalwriting, Maria Jose Luzon Marco (University of Zaragoza, Spain); 16. AGeneric Tool For Annotating TEI-Compliant Corpora, Jose Maria Alcaraz,Pascual Perez-Paredes, Andres Mercader and Encarnacion Tornero (UniversitatJaume I, Spain); 17. Translation and language learning: AlfraCOVALT as a toolfor teaching pragmatics in an EFL context, Josep Roderic Guzman (UniversitatJaume I, Spain) and Eva Alcon (Universitat Jaume I, Spain); 18. Thevideocorpus as a multimodal tool for teaching, Inmaculada Fortanet-Gomez(Universitat Jaume I, Spain) and Mercedes Querol-Julian (Universitat Jaume I,Spain); 19. Analyzing web pages of corporations: An exercise in identifyingthe mechanics of branding and organizational memory, Mutiara Mohamad(Fairleigh Dickinson University, USA). Bibliography; Index.