Can a graded reader corpus provide 'authentic' input?

Autor/in	Allan, Rachel
Titel	Can a graded reader corpus provide 'authentic' input?
Quelle	In: ELT journal, 63 (2009) 1, S. 23-32 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen; Anmerkungen 3
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0013-8290; 1477-4526
Schlagwörter	Empirische Forschung; Effizienz; Englischunterricht; Fremdsprachenunterricht; Wortschatz; Authentizität; Empirische Forschung; Methodik; Authentisches Lehrmaterial; Korpusanalyse; Satzbaustein; Vergleichende Analyse; Wortschatz; Fremdsprachenunterricht; Englischunterricht; Authentizität; Effizienz
Abstract	In addition to their intended purpose, graded reader texts can be made into a corpus appropriate for use with lower-level learners. In his article the author considers using such a corpus for data-driven learning (DDL), to make this approach more accessible to intermediate level students. However, how far does grading the corpus in this way compromise the authenticity of the language learners are exposed to? The simplified nature of such corpora may limit learners' exposure to lexical chunks, which are fundamental to the acquisition of natural and fluent language. The paper compares lexical chunks in graded corpora and the British National Corpus, examining frequency, type, and composition, to evaluate the 'authenticity' of graded input. Despite some differences, it is argued that the scale and type of lexical chunks are sufficient to provide input that reflects authentic language, suggesting that graded readers may offer an acceptable balance of accessibility and authenticity. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3