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Academic Paper |
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| Title: | Accessing and Interpreting Corpus Information in the Teacher Education Context |
| Author: | Michael McCarthy |
| Institution: | University of Nottingham |
| Linguistic Field: | Applied Linguistics |
| Abstract: | As more and more teachers become aware of corpus resources and their applications, questions arise as to how best to prepare teachers in training appropriately to access and interpret corpus information. This is important as an element of materials evaluation as more and more types of materials and resources become corpus-informed. To date, relatively little attention has been given in teacher education programmes to the growing influence of corpora and the skills of evaluating and using corpora, but such skills will become increasingly important as the influence of corpora becomes more dominant in our profession. In this talk I argue that a shift is needed in the relationship between teachers, academics and publishers, from the teacher seen as consumer to the teacher as participant in the corpus revolution. I then consider the questions which need to be asked in evaluating corpora and the pedagogical resources which are based upon them. I look at the strengths and weaknesses of available corpus resources, and how corpus statistical output can be interpreted. Finally, I touch on the issue of reflective practice corpora within teacher education. |
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This article appears IN Language Teaching Vol. 41, Issue 4. |
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