Grammar in teacher education
The role of a corpus
Bibliographic Data
| ID | 20403542 |
|---|---|
| Authors | Susan Hunston (0000-0001-6399-0564, Birmingham Research Park, corresponding author) |
| Year | 1995 |
| Volume | 4 |
| Issue | 1 |
| Pages | 15-31 |
| Publication date | 1995-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Awareness (JOURNAL) |
| Journal identifiers | ISSN: 0965-8416 • E-ISSN: 1747-7565 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09658416.1995.9959864 |
| OpenAlex | W2119868843 |
| Language | EN |
| Citations received | 13 |
| References cited | 4 |
This paper argues for the use of computer‐stored corpora in courses in grammar awareness for teachers of Mother‐Tongue English. It is argued that the ability to do grammar should be seen as a set of skills rather than as a body of knowledge, and that corpora provide excellent data for doing grammar. Some of the observations that can be made using a corpus are presented, and the skills needed to make such observations are discussed. Examples are given of the adjectives ridiculous and sacrosanct, the adverb presumably, and variations on the phrase two bricks short of a load. Finally, the paper discusses some possible questions that arise when comparing methodologies associated with using a corpus with those associated with using individual texts as data for a grammar awareness course
Grammar · Linguistics · Natural language processing · Phrase · Phrase structure rules · Ridiculous · Computer Science · EFL/ESL Teaching and Learning · Natural Language Processing Techniques · Philosophy · Psychology · Second Language Acquisition and Learning · Artificial Intelligence
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| Citations per year | 0.42 |
|---|---|
| Citation span | 1995 - 2024 (30) |
| Highly cited | No |