A Taste for Corpora: In Honour of Sylviane Granger

A Taste for Corpora......Page 2
Editorial page......Page 3
Title page
......Page 4
LCC data
......Page 5
Dedication
......Page 6
Table of contents......Page 8
Acknowledgements......Page 10
List of contributors......Page 12
Preface......Page 14
Putting corpora to good uses......Page 18
References......Page 23
1. Introduction......Page 24
2.1 Early frequency studies......Page 25
2.2 The rejection of frequency......Page 26
2.3 The computer age and the revival of frequency studies......Page 27
2.4 Co-frequency, collocation......Page 28
3.1 How frequency is important for English Language Teaching (ELT)......Page 29
3.2 Word frequency associated with language varieties......Page 30
3.3 A more considered view......Page 31
3.4 Frequency of word combinations: Is it more important than frequency of individual words?......Page 32
3.5 Grammatical frequency......Page 33
3.6 Phraseology and the interaction of lexis and grammar......Page 35
4.1 Theoretical positions favouring frequency......Page 38
4.2 Frequency effects in language change......Page 39
4.3 Frequency effects in language acquisition......Page 40
5.1 Challenge I: Bringing together corpus linguistic and cognitive linguistic approaches......Page 41
5.2 Challenge II: Corpora do not always match learners’ needs......Page 42
References......Page 44
1. Introduction......Page 50
2. Interlanguage studies before computer corpora......Page 51
3. Learner computer corpora......Page 54
4. Contrastive interlanguage analysis......Page 55
5. Some significant findings of CIA......Page 57
6. From CIA to the integrated contrastive model......Page 60
7.1 Quite......Page 62
7.2 I would say......Page 66
7.3 A Norwegian perspective on seem......Page 69
8. Some challenges......Page 72
9. The revolution continues......Page 73
References......Page 74
Corpora used in examples and case studies......Page 78
1. Introduction......Page 80
2. The development of academic literacies in an EFL context......Page 82
3. The academic writing course......Page 84
4.1 Texts included in the study......Page 86
4.2 Methods and procedures......Page 87
5. Analysis and discussion......Page 89
5.1 Reporting verbs......Page 90
5.2 Evaluative lexical resources......Page 94
6. Conclusion......Page 96
References......Page 97
Appendix 1......Page 98
Appendix 2......Page 99
1. Introduction......Page 102
2.1 Which forms?......Page 104
2.2 Which models?......Page 105
3.2 Method......Page 107
3.3 Findings: 4-word lexical bundles......Page 109
3.4 Findings: 3-word lexical bundles......Page 115
4. From description to application......Page 118
5. Conclusions......Page 119
References......Page 120
Appendices......Page 122
1. Introduction......Page 126
2. Background......Page 127
3. Experiment......Page 132
4. Results......Page 134
Acknowledgements......Page 140
References......Page 141
1. Introduction......Page 144
2. Classifiers......Page 148
2.1 Types of classifiers......Page 149
2.2 Feature selection and parameter tuning......Page 150
2.3 Cross-validation......Page 152
3.1 Which classifier is best?......Page 153
3.2 Previous studies on L1 detection......Page 156
4. Method......Page 160
5. Results......Page 161
6. Discussion and conclusions......Page 164
References......Page 165
Appendix 1. Types of classifiers......Page 168
1. Introduction......Page 172
2. How are learner and L2 user corpora different?......Page 174
3. How are learner and L2 user corpora similar?......Page 182
4. Conclusion......Page 185
References......Page 186
References to corpora......Page 188
1. Introduction......Page 190
2. The acquisition of phrasal verbs......Page 191
3.1 Participants......Page 193
3.2 Target phrasal verbs......Page 194
3.3 Receptive and productive measurement instruments......Page 195
3.5 Procedure......Page 197
4.1 Phrasal verb frequency and knowledge......Page 198
4.2 Individual differences factors in the acquisition of phrasal verbs......Page 204
4.3 Exposure to target language inside and outside the classroom......Page 206
5. Conclusion......Page 207
References......Page 208
Appendix A. BNC phrasal verb frequency: Comparison of results......Page 211
Appendix B. Productive phrasal verb test......Page 212
Appendix C. Receptive phrasal verb test......Page 216
Appendix D. Biodata questionnaire......Page 223
1. The corpus-based documentation of the New Englishes: A brief historical survey......Page 226
2. Current challenges: The web as a data source for the study of the new Englishes......Page 230
3. The data: CCJ, a corpus of cyber-Jamaican English/Jamaican Creole......Page 232
4. Anti-formality......Page 239
5 The globalisation of vernacular features: A ‘Black Atlantic’ on the web?......Page 246
6. Conclusion and outlook......Page 250
References......Page 251
1. Introduction......Page 254
2. The gap between corpora and lexical knowledge......Page 257
3. The role of some current constructs......Page 258
4. The lexical knowledgebase......Page 260
4.1 Hybrid N-grams......Page 261
4.2 Relations among hybrid n-grams......Page 265
5. Knowledge representation and access for users......Page 268
References......Page 270
1. Introduction......Page 274
2. Computers meet lexicography: From the 1960s to the 1990s......Page 275
2.2 The 80s and 90s......Page 276
3. From 1997 to the present......Page 278
3.1 Corpus creation......Page 279
3.2 Headword lists......Page 280
3.3 Collocation and word sketches......Page 284
3.5 Word sketches and the sketch engine in the NEID project......Page 287
3.6 Labels......Page 290
3.7 Examples......Page 293
3.8 Tickbox lexicography (TBL)......Page 294
4. Conclusions......Page 295
References......Page 296
1. Books......Page 300
2. Articles......Page 301
Subject index......Page 306
Name index......Page 310