A Corpus-Aided Approach in EFL Instruction: A Case Study of Chinese EFL Learners' Use of the Infinitive

Autor/inn/en	Zhang, Ying; Liu, Lin
Titel	A Corpus-Aided Approach in EFL Instruction: A Case Study of Chinese EFL Learners' Use of the Infinitive
Quelle	In: English Language Teaching, 7 (2014) 7, S.152-158 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Case Studies; English (Second Language); Second Language Instruction; Grammar; Language Usage; Learning Activities; Verbs; Teaching Methods; Mixed Methods Research; Comprehension; Computer Software; Computer Assisted Instruction; China + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Grammatik; Sprachgebrauch; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Computer based training; Computerunterstützter Unterricht
Abstract	English language corpora, containing the widest possible range of varieties of English, provide empirical date concerning language usage, helping to redefine the notion of "standard" to which language learners should aspire. This paper takes as its theoretical framework an approach to corpus-aided discovery learning in which the central role of corpora is seen as that of providing rich sources of autonomous learning activities. Here, by investigating Chinese EFL learners' use of the infinitive "to" in the Chinese Learner English Corpus (CLEC), the suggestion is put forward that availability of different corpora and software tools and the ability to combine them in different ways may help learners develop an understanding of the patterned quality language and be conducive to more appropriate use, as learners are not just to observe patterns, but also to develop hypotheses as to their variability. Finally, a corpus-aided approach is proposed to provide insight into new perspectives to revolutionize EFL instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01