The implementation of spoken corpora in creating teaching materials
Downloads
The purpose of this article is to overview the most recent research in the field of how to strengthen teaching materials that enhance learning through innovative teaching approaches and content that is relevant and useful to the learners, derived from corpora of American Spoken English. Young learners receive English language instruction in their schools, however, the language presented in their textbooks is not vivid and does not sound natural. Therefore, designing textbooks and teaching materials with an innovative approach that better meet the needs of learners represents a solution that would benefit teachers, administrators and students.
2. Adolphs, S., & Carter, R. (2003) And she‘s like it‘s terrible, like: Spoken discourse,
grammar, and corpus analysis. IJES, 3(1), 45-56.
3. Adolphs, S., & Carter, R. (2007) Beyond the spoken word: New challenges in analyzing Corpora of spoken English. European Journal of English Studies, 11(2), 133-146. doi: 10.1080/13825570701452698. American National Corpus. Retrieved from http://americannationalcorpus.org/.
4. Bennett, G.R. (2010). Using corpora in the language learning classroom: Corpus
linguistics for teachers. Michigan: The University of Michigan Press.
5. Biber, D., Conrad, S., & Leech, G. (2002) Longman student grammar of spoken and written English. England: Pearson Education Limited.
6. Biber, D. & Reppen, R. (2002) What does frequency have to do with grammar teaching? SSLA, 24, 199-208. doi: 10.1017.S0272263102002048. British National Corpus. Retrieved from http://www.natcorp.ox.ac.uk/.
7. Campbell, D., McDonnell, C., Meinardi, M., Richardson, B. (2007). The need for a
speech corpus. ReCALL. 19(1), 3-20.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle.
8. Friedman, G.L. (2008). Learner-created lexical databases using web-based source
material. ELT Journal, 63(2), 126-136. doi: 10.1093/elt/ccn022.
9. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching 40, 97-118. doi: 10.1017/S0261444807004144.
10. Henry, A. (2007). Evaluating language learners‘ response to web-based, data-driven, genre teaching materials. English for Specific Purposes, 26, 462-484. doi:
10.1016/j.esp.2007.01.003.
11. Illes, E. (2008). What makes a coursebook series stand the test of time? ELT Journal, 63(2),145-153. doi: 10.1093/elt/ccn019.
12. Larrotta, C. (2009). Final thoughts on Community in Adult ESL. In New Directions for Adult and Continuing Education (Chapter 7), 121, 75-77. doi: 10.1002/ace.327.
13. Mayora, C.A. (2009). Using YouTube to encourage authentic writing in EFL classrooms. TESL Reporter, 42(1), 1-12.
14. McKay, S. & Schaetzel, K. (2008). Facilitating adult learner interactions to build
Listening and speaking skills. Center for Applied Linguistics, 1-6. Retrieved from
http://www.cal.org.caelanetwork. Michigan Corpus of American Spoken English. Retrieved from http://quod.lib.umich.edu/m/micase/.
15. Reppen, R. (2010). Using Corpora in the Language Classroom Jack C. Richards, (Ed.). New York, NY: Cambridge University Press.
16. Richards, J.C. (2001). Curriculum development in language teaching. New York:
Cambridge University Press.
17. Schwarzer, D. (2009). Best practices for teaching the ―whole‖ adult ESL learner. In New Directions for adult and continuing education (Chapter 2), 121, 25-33. doi:
10.1002/ace.322.
18. Timmis, I. (2005). Towards a framework for teaching spoken grammar. ELT Journal, 59(2), 117-125.
19. Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns or pair Interaction on second language learning: Collaborative dialogue between ESL
learners. Language Teaching Research, 11(2), 121-142.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
