Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based Approach
This paper describes a corpus-based approach to teaching and learning spoken grammar for English for Academic Purposes with reference to Bhatia’s (2002) multi-perspective model for discourse analysis: a textual perspective, a genre perspective and a social perspective. From a textual perspective, co...
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| Format: | Article |
| Language: | English |
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University of Hawaii
2009-02-01
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| Series: | Language Learning and Technology |
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| Online Access: | http://llt.msu.edu/vol13num1/perezllantada.pdf |
| _version_ | 1818262266608353280 |
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| author | Carmen Pérez-Llantada |
| author_facet | Carmen Pérez-Llantada |
| author_sort | Carmen Pérez-Llantada |
| collection | DOAJ |
| description | This paper describes a corpus-based approach to teaching and learning spoken grammar for English for Academic Purposes with reference to Bhatia’s (2002) multi-perspective model for discourse analysis: a textual perspective, a genre perspective and a social perspective. From a textual perspective, corpus-informed instruction helps students identify grammar items through statistical frequencies, collocational patterns, context-sensitive meanings and discoursal uses of words. From a genre perspective, corpus observation provides students with exposure to recurrent lexico-grammatical patterns across different academic text types (genres). From a social perspective, corpus models can be used to raise learners’ awareness of how speakers’ different discourse roles, discourse privileges and power statuses are enacted in their grammar choices. The paper describes corpus-based instructional procedures, gives samples of learners’ linguistic output, and provides comments on the students’ response to this method of instruction. Data resulting from the assessment process and student production suggest that corpus-informed instruction grounded in Bhatia’s multi-perspective model can constitute a pedagogical approach in order to i) obtain positive student responses from input and authentic samples of grammar use, ii) help students identify and understand the textual, genre and social aspects of grammar in real contexts of use, and therefore iii) help develop students’ ability to use grammar accurately and appropriately. |
| first_indexed | 2024-12-12T19:00:24Z |
| format | Article |
| id | doaj.art-0adc41d45f93447e8ea0edffd755047d |
| institution | Directory Open Access Journal |
| issn | 1094-3501 |
| language | English |
| last_indexed | 2024-12-12T19:00:24Z |
| publishDate | 2009-02-01 |
| publisher | University of Hawaii |
| record_format | Article |
| series | Language Learning and Technology |
| spelling | doaj.art-0adc41d45f93447e8ea0edffd755047d2022-12-22T00:15:06ZengUniversity of HawaiiLanguage Learning and Technology1094-35012009-02-011314058Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based ApproachCarmen Pérez-LlantadaThis paper describes a corpus-based approach to teaching and learning spoken grammar for English for Academic Purposes with reference to Bhatia’s (2002) multi-perspective model for discourse analysis: a textual perspective, a genre perspective and a social perspective. From a textual perspective, corpus-informed instruction helps students identify grammar items through statistical frequencies, collocational patterns, context-sensitive meanings and discoursal uses of words. From a genre perspective, corpus observation provides students with exposure to recurrent lexico-grammatical patterns across different academic text types (genres). From a social perspective, corpus models can be used to raise learners’ awareness of how speakers’ different discourse roles, discourse privileges and power statuses are enacted in their grammar choices. The paper describes corpus-based instructional procedures, gives samples of learners’ linguistic output, and provides comments on the students’ response to this method of instruction. Data resulting from the assessment process and student production suggest that corpus-informed instruction grounded in Bhatia’s multi-perspective model can constitute a pedagogical approach in order to i) obtain positive student responses from input and authentic samples of grammar use, ii) help students identify and understand the textual, genre and social aspects of grammar in real contexts of use, and therefore iii) help develop students’ ability to use grammar accurately and appropriately.http://llt.msu.edu/vol13num1/perezllantada.pdfSyntax/GrammarCorpusDiscourse AnalysisLiteracy |
| spellingShingle | Carmen Pérez-Llantada Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based Approach Language Learning and Technology Syntax/Grammar Corpus Discourse Analysis Literacy |
| title | Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based Approach |
| title_full | Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based Approach |
| title_fullStr | Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based Approach |
| title_full_unstemmed | Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based Approach |
| title_short | Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based Approach |
| title_sort | textual genre and social features of spoken grammar a corpus based approach |
| topic | Syntax/Grammar Corpus Discourse Analysis Literacy |
| url | http://llt.msu.edu/vol13num1/perezllantada.pdf |
| work_keys_str_mv | AT carmenperezllantada textualgenreandsocialfeaturesofspokengrammaracorpusbasedapproach |