Corpus-Based Approaches to English Language Teaching

Mari Carmen Campoy is Senior Lecturer and Head of the Department of English Studies at Universitat Jaume I, Spain Begona Belles-Fortuno is an 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.

• Preface; Introduction; 1. Using general and specialised corpora in language teaching: Past, present and future, Ute Romer (University of Michigan, USA); 2. Using corpora to teach academic writing, Annelie Adel (Goteborg University, Sweden); 3. "I sort of feel like, um, I want to, agree with that for the most part...": Reporting Intuitions and Ideas in Spoken Academic Discourse, Begona Belles-Fortuno (Universitat Jaume I, Spain) and Mari Carmen Campoy (Universitat Jaume I, Spain); 4. Hong Kong engineering corpus: empowering professionals-in-training to learn the language of their profession, Winnie Cheng (Hong Kong Polytechnic University, Hong Kong); 5. A corpus-informed approach to teaching lecture comprehension skills in English for Business Studies, Belinda Crawford Camiciottoli (University of Florence, Italy); 6. Creating a corpus of EIL cross-cultural interaction in the public domain, 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 and exploiting a small online English-Spanish parallel corpus for language teaching purposes, Julia Lavid (Universidad Complutense de Madrid, Spain), Jorge Arus (Universidad Complutense de Madrid, Spain) and Juan Rafael Zamorano (Juan Rafael Zamorano); 9. English phrasal verbs: A usage-based approach to L2 acquistion, Rafael Alejo (Universidad de Extremadura, Spain); 10. 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); 11. 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, Begona Montero Fleta and Carmen Perez Sabater (Universitat Jaume I, Spain); 12. Focus on errors: Learner corpora as pedagogical tools, Amaya Mendikoetxea, Susana Murcia and Paul Rollinson (Universidad Autonoma de Madrid); 13. Incorporating learner corpora data in grammar teaching, Tom Rankin (Vienna University of Economics and Business Administration, Austria); 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. Analysis of organising and rhetorical lexical items in a learner corpus of technical writing, Maria Jose Luzon Marco (University of Zaragoza, Spain); 16. A Generic Tool For Annotating TEI-Compliant Corpora, Jose Maria Alcaraz, Pascual Perez-Paredes, Andres Mercader and Encarnacion Tornero (Universitat Jaume I, Spain); 17. 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); 18. The videocorpus 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 identifying the mechanics of branding and organizational memory, Mutiara Mohamad (Fairleigh Dickinson University, USA). Bibliography; Index.