Corpus-Based Approaches to English Language Teaching

Begona Belles-Fortuno is a Lecturer in the Department of English Studies at Universitat Jaume I, Spain Ma Lluisa Gea-Valor is a Lecturer in English Language and Linguistics and ESP at Universitat Jaume I, Spain. Mari Carmen Campoy-Cubillo is Senior Lecturer and Head of the Department of English Studies at Universitat Jaume I, Spain

• I. Corpus Linguistics and ELT: State of the Art; 1. Introduction to Corpus Linguistics and ELT (the editors); 2. Using general and specialised corpora in language teaching: Past, present and future, Ute Romer (University of Michigan, USA); II. Corpora and English for Specific Purposes; 3. Using corpora to teach academic writing, Annelie Adel (Goteborg University, Sweden); 4. "I sort of feel like, um, I want to, agree with that for the most part...": Reporting Intuitions and Ideas in Spoken Academic Discourse, Begofia Belles-Fortufio (Universitat Jaume I, Spain) and Mari Carmen Campoy (Universitat Jaume I, Spain); 5. Hong Kong engineering corpus: empowering professionals-in-training to learn the language of their profession, Winnie Cheng (Hong Kong Polytechnic University, Hong Kong); 6. Analysis of organising and rhetorical lexical items in a learner corpus of technical writing, Maria Jose Luzon Marco (University of Zaragoza, Spain); 7. A corpus-informed approach to teaching lecture comprehension skills in English for Business Studies, Belinda Crawford Camiciottoli (University of Florence, Italy); 8. Creating a corpus of EIL cross-cultural interaction in the public domain, Maria Georgieva (Sofia University, Bulgaria) and Lilyana Grozdanova (Sofia University, Bulgaria); III. Learner Corpora and Corpus-Informed Teaching Materials; 9. Spoken learner corpora and EFL teaching, Sylvie De Cock (Universite Catholique de Louvain, France); 10. Designing and exploiting a small online English-Spanish parallel corpus for language teaching purposes, Julia Lavid (Universidad Complutense de Madrid, Spain), Jorge Anus (Universidad Complutense de Madrid, Spain) and Juan Rafael Zamorano (Universidad Complutense de Madrid, Spain); 11. English phrasal verbs: A usage-based approach to L2 acquisition, Rafael Alejo (Universidad de Extremadura, Spain); 12. Analysing EFL learner output in the MiLC project: An error it's*, but which tag?, Ma Angeles Andreu Andres, Aurora Astor Guardiola, Maria Boquera Matarredona, Penny Macdonald, Begotia Montero Fleta and Carmen Perez Sabater (Universitat de Polifecnica Valencia, Spain); 13. Focus on errors: Learner corpora as pedagogical tools, Amaya Mendikoetxea, Susana Murcia and Paul Rollinson (Universidad Autonoma de Madrid); 14. The monolingual learners' dictionary as a productive tool: The contribution of learner corpora, Magali Paquot and Sylvie De Cock (Universite Catholique de Louvain, France); 15. Incorporating learner corpora data in grammar teaching, Tom Rankin (Vienna University of Economics and Business Administration, Austria); 16. FL students' input in EAP courses in higher education: Corpus methodology for implementing language representativeness, Izaskun Elorza (Universidad de Salamanca, Spain) and Blanca Garcia-Riaza (Universidad de Salamanca, Spain) IV. Multimodality: Corpus Tools and Language Processing Technology; 17. A Generic Tool For Annotating TEI-Compliant Corpora, Jose Maria Alcaraz, Pascual Perez-Paredes, and Encarnacion Tornero (Universidad de Murcia, Spain); 18. Translation and language learning: AlfraCOVALT as a tool for teaching pragmatics in an EFL context, Josep Roderic Guzman (Universitat Jaume I, Spain) and Eva Alcon (Universitat Jaume I, Spain); 19. The videocorpus as a multimodal tool for teaching, Inmaculada Fortanet-Gomez (Universitat Jaume I, Spain) and Mercedes Querol-Julian (Universitat Jaume I, Spain); Bibliography; Index.