About the Book
This volume brings together current research and practical innovations in the field of foreign language teaching. The contributions are all by well-known experts in the area. More specifically, the volume aims to give some comprehensive and updated coverage of theory, research and practice in two of the most challenging issues in today's English language teaching scenarios: the development of L2 vocabulary knowledge and the contribution of new corpus-based evidence to language teaching. The first section of the volume presents a comprehensive overview of relevant issues in the field of L2 vocabulary acquisition, where surveys of the state of the art in the area combine with empirical studies which approach the topic from the field of applied linguistics (teaching techniques, material writing), as well as from complementary disciplines such as semantics, phraseology and lexicography. The second section of the book delves into the pedagogical applications of current research in the field of corpus-based studies. The papers collected here explore the potential of new corpus evidence for the development of foreign language learners' competence. The final section bridges the gap between theory and practice by bringing together an intensely practical collection of papers offering useful advice on how to deal with vocabulary and/or corpora in the foreign language classroom that are derived from teaching and research conducted at the University of Granada (Spain) under the acronym ADELEX (Assessing and Developing Lexis through New Technologies). Though some papers involve reference to other languages such as French and Spanish, this is essentially a study of corpus and lexical theory as applied to contemporary English.
Table of Contents:
Preface
Fernando Serrano Valverde (University of Granada, Spain)
Introduction
María Moreno Jaén (University of Granada, Spain), Fernando Serrano Valverde (University of Granada, Spain) and María Calzada Pérez (University Jaume I, Spain)
SECTION I. Second Language Vocabulary Teaching.
1. Analysing vocabulary teaching techniques.
Paul Nation (LALS, Victoria University of Wellington, New Zealand)
2. Fluency and spoken English.
Steven Kirk (Toyo University, Japan) and Ronald Carter (University of Nottingham, United Kingdom)
3. Phrase-noticing or phrase-learning: A question of semantics?
June Eyckmans (Erasmushogeschool Brussel and Vrije Universiteit Brussel, Belgium)
4. Coming face to face with N1 P N1 sequences in Spanish.
Christopher S. Butler (Swansea University, Huddersfield University, and Centre for Translation Studies, University of Leeds, United Kingdom)
5. Missing words: The vocabulary of BBC Spanish courses for adults.
Paul M. Meara (University of Swansea, Wales, United Kingdom) and Jesús Suárez García (Barnard College, New York, USA)
6. Connectors in EFL learners’ essays and in course books.
Rosa M. Jiménez Catalán (University of La Rioja, Spain) and Julieta Ojeda Alba (University of La Rioja, Spain)
7. The treatment of lexical collocations in EFL textbooks.
Christián Abello-Contesse (University of Seville, Spain) and M. Dolores López-Jiménez (Pablo de Olavide University, Spain)
8. Access routes to lexical collocations in English learners’ dictionaries on CD-ROM.
Alfonso Rizo-Rodríguez (University of Jaén, Spain)
SECTION II. Applying New Corpus-Based Evidence in Language Pedagogy.
9. Learning outcomes from corpus consultation.
Alex Boulton (CRAPEL-ATILF/CNRS, Nancy University, France)
10. Combining text-based and corpus-based approaches in the learning and teaching of academic writing in French.
Angela Chambers (University of Limerick, Ireland)
11. The death of the adverb revisited: Attested uses of adverbs in native and non-native comparable corpora of spoken English.
Pascual Pérez-Paredes (University of Murcia, Spain)
12. A web-as-multimodal corpus approach to lexical studies based on intercultural and scalar principles
Anthony Baldry (University of Messina, Italy)
13. Learning from Obama and Clinton: Using individuals’ corpora in the language classroom.
María Calzada Pérez (University Jaume I, Spain)
SECTION III. ADELEX: From Theory to Practice.
14. ‘Very’ in predicate adjective constructions: A contrastive (English-Spanish) discourse-functional approach towards its pedagogical implementation.
Judith A. Carini Martínez (University of Almería, Spain)
15. Developing university learners’ collocational competence: An empirical corpus-based investigation.
María Moreno Jaén (University of Granada, Spain)
16. Exploring conversational grammar through films in the ELT classroom: A corpus-based approach.
M. Elena Rodríguez Martín (University of Granada, Spain)
17. The use of DVD films as multimodal texts to raise contextual awareness in the acquisition of polite words in English: The case of ‘please’.
N. Ignacio López Sako (University of Granada, Spain)
18 ADELEX CAT: A computer adaptive test for the lexical evaluation of university students.
M. Teresa López-Mezquita Molina (University of Granada, Spain)
About the Author :
Maria Moreno Jaen is lecturer in applied linguistics at the University of Granada. She has published various articles on corpus-based lexical teaching and testing and has co-edited issues of journals such as Language Forum and Indian Journal of Applied Linguistics. Fernando Serrano Valverde is Professor in English Linguistics at the University of Granada. He has co-ordinated many research projects and has published extensively in the fields of English Linguistics, Literary Studies and Applied Linguistics over the last four decades. Maria Calzada Perez is Professor in Translation Studies and Vice-dean of the Faculty of Humanities at the University Jaume I. She is author of Transitivity in Translating: The Interdependence of Texture and Context (Peter Lang, 2007), and editor of Apropos of Ideology: Translation Studies on Ideology - Ideologies in Translation Studies (St. Jerome, 2003). She has also published a large number of articles on translation and ideology, translation and advertising and the teaching of translation in prestigious journals such as The Translator, Meta, Text, and Target.
Review :
'The breath and depth of this assembled collection will be welcomed by readers with different interests, from post-graduate students in Applied Linguistics to experts in the areas of L2 vocabulary and corpus-based studies. In sum, this volume constitutes a very valuable addition to the applied linguistics literature in general and to the area of lexical studies in particular.'
Revista Española de Lingüística Aplicada, Vol. 24, 2011
'All in all, this publication is invaluable to the non-expert on the fìeld, and it additionally admits very different readings by researchers on the teachìng and learning of languages and by anyone interested in English studies in the current situation of conflicting paradigms. It contains an incredible amount of information on new approaches to corpus linguistics both from a descriptive and an applied perspective.'
Revista Canaria de Estudios Ingleses, Vol. 64, 2012
'This volume is a welcome addition to the field in that it demonstrates a continuing research interest in applications of corpus-based methodologies to our understanding of language (specifically lexis) and, in turn, how we can use these insights to inform language teaching.'
The Modern Language Journal, Vol. 96, Issue 1, 2012
'American researchers in SLA who are more familiar with incidental vocabulary acquisition will find in this volume some informative pieces about a more explicit and interventionist approach to vocabulary learning well known in European English as a second language (ESL) circles—namely, the use of corpus-based methods to promote acquisition of second language (L2) lexis and, in particular, of L2 collocations.'
Studies in Second Language Acquisition, Volume 34, Issue 03 (September 2012)
