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Corpus Linguistics and Second Language Acquisition – The use of ACORN in the teaching of Spanish Grammar Guadalupe Ruiz

Corpus Linguistics and Second Language Acquisition – The use of ACORN in the teaching of Spanish Grammar Guadalupe Ruiz Yepes. Introduction. Demands for authentic language use in the teaching of a second language Observing corpora has helped to reveal patterns of real language use

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Corpus Linguistics and Second Language Acquisition – The use of ACORN in the teaching of Spanish Grammar Guadalupe Ruiz

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  1. Corpus Linguistics and Second Language Acquisition – The use of ACORN in the teaching of Spanish GrammarGuadalupe Ruiz Yepes

  2. Introduction • Demands for authentic language use in the teaching of a second language • Observing corpora has helped to reveal patterns of real language use • ACORN project aims to provide corpus analyses in output formats suitable for teaching and learning • Goals of using corpora in Grammar Clinics: • show students many more examples (than in grammar books) • authentic examples • corpora as self-access support while writing essays, preparing for exams

  3. Beginners’ grammar clinics group (GC1) Corpus-based approach explain grammar topic; create exercises involving corpus search for examples that match grammar statements Deductive method Advanced grammar clinics group (GC2) Corpus-driven approach lexical items (eg verbs, prepositions) are specified; students analyse concordances themselves; they find, list and explain the frequent grammar patterns Inductive method Case study

  4. SER In equational sentences of the sort A=B, where A and B are nouns or pronouns. With adjectives or adjectival phrases referring to identity or nature. Followed by de + noun to denote origin or the material something is made of. In impersonal statements. ESTAR To describe state as opposed to identity or nature. Followed by de + adjective or noun to indicate mood, temporary employment or situation. To indicate location. Corpus-based exercises in GC1: ser and estar

  5. Ser and estar: Concordance lines from ACORN for es (GC1)

  6. Ser and estar: Concordance lines from ACORN for está(GC1)

  7. Corpus-driven exercises with GC2:Concordance lines from ACORN for the preposition para

  8. Corpus-driven exercises with GC2:Concordance lines from ACORN for por

  9. PARA To indicate purpose, object or destination. Direction after verbs of motion. To translate ‘for’ when it means ‘considering’. To translate ‘by’ in time phrases. To translate the idea of ‘for’ specifying a period of time in the future POR To denote ‘because’, ‘because of’ and ‘why?’ To translate ‘by’ in passive constructions. To translate ‘in support of’. To indicate prices and amounts of money. To indicate periodicity in time phrases. por and para functions figured out by students (GC2)

  10. Students’ exercises (GC2)

  11. Students’ exercises (GC2)

  12. Conclusions • Change of attitude of the students towards corpus methodology • Labs suitable for the teaching of grammar • The Spanish corpus in ACORN needs improvement

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