The Role of Language Corpora in Teaching English as a Foreign Language in Poland
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Date
2011
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Publisher
SORUS S.C. Wydawnictwo i Drukarnia Cyfrowa
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Abstract
The study is a corpus-informed experiment addressing the effects of explicit instruction
on English language learners’ collocational competence. Two groups of L1 Polish
learners of English as a foreign language received two different forms of teaching: enriched
input (the enriched group) and enriched input plus chunking practice (the enriched plus
group). The enriched input group read texts containing target collocations and completed
exercises focused on general vocabulary whereas the enriched plus group read the same
texts but the exercises they completed were specifically focused on collocations. The target
collocations were verb-noun combinations with frequent delexical English verbs (‘give’,
‘take’, ‘have’, ‘make’, ‘do’) known to be causing difficulty in L2 production. Three tests
tapping into collocational competence at different levels of vocabulary mastery revealed
that learners in both groups improved their knowledge of the target collocations and the
instruction in both groups was equally effective. The study is discussed in the context of
the use of corpora in teaching English and offers insights into language pedagogy.
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Keywords
The use of corpora in teaching English, teaching English as a foreign language, English Language Teaching, corpus linguistics, teaching and language corpora
Citation
Język. Komunikacja. Informacja, 2010/2011, tom 5, s.37-47
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ISBN
ISSN
1896-9585