1st Edition

Teaching English with Corpora A Resource Book

Edited By Vander Viana Copyright 2023
    394 Pages 185 B/W Illustrations
    by Routledge

    394 Pages 185 B/W Illustrations
    by Routledge

    Teaching English with Corpora is an accessible and practical introduction to the ways in which online and offline corpora can be used in English language teaching (ELT).  

    Featuring 70 chapters written by an international range of researchers and practitioners, this book:

    • provides readers with clear, tested examples of corpus-based/driven lesson plans;

    • contains activities relevant to English for general purposes and English for specific purposes;

    • caters for the needs of English language teachers working with learners at different proficiency levels;

    • features flexible teaching suggestions that can be explored as part of a lesson or as a full lesson.                            

    This book is an essential purchase for pre- and in-service English language teachers as well as those studying corpus linguistics in undergraduate/Master’s courses in applied linguistics, ELT and Teaching English to Speakers of Other Languages (TESOL).

    Table of contents

    List of figures

    List of tables

    List of abbreviations

    List of appendices


    At-a-glance chapter taxonomy


    Corpora in and for TESOL

    Vander Viana

    Part A: English for General Purposes

    1. Using concordance lines to teach participial adjectives
    2. Sean Sutherland

    3. Starting out with phrasal verbs
    4. Rosie Harvey & Irene Marín Cervantes

    5. Teaching collocations with ‘Survey Says’
    6. Robin Sulkosky

    7. A grand problem and a jolly solution: Unmasking false friends with corpus analysis
    8. Natalie Finlayson

    9. Raising awareness of first-language interference using parallel corpora of subtitles
    10. Elen Le Foll

    11. If you speak English, take one step forward: Teaching conditionals through kinesthetic activities
    12. Riah Werner

    13. Preposition repair: Empowering learners to fix their errors
    14. Amy Tate

    15. KWIC searches for quick answers: Solving word choice problems
    16. Pamela Everly

    17. She said she told him: Patterning in reported speech
    18. Michael H. Brown

    19. Using VocabProfilers to select texts for extensive reading activities
    20. Thi Ngoc Yen Dang

    21. Talking about the weather: Exploring adjective use with Sketch Engine for Language Learning
    22. John Williams

    23. Food talks: Using corpus data to link cooking methods with types of food
    24. Vander Viana

    25. Profiling let and make with the Corpus of Contemporary American English
    26. Ben Naismith

    27. Corpus exploration of phrasal and Latinate verbs
    28. Eric Nicaise

    29. Minimal prep quizzes: Using online corpora to foster vocabulary learning
    30. Nick Canning

    31. Helping learners identify high-frequency words
    32. Shoaziz Sharakhimov & Ulugbek Nurmukhamedov

    33. Writing online reviews
    34. Natalia Mora-López

    35. Exploring similes in corpus data
    36. Natalie Finlayson

    37. Exploring register variation in the use of indefinite pronouns
    38. Irina Pandarova

    39. Using corpora to explore varieties of English
    40. Natalie Finlayson

    41. Searching for frequent words for pronunciation activities
    42. Roger W. Gee

    43. Abstract nouns in picture descriptions
    44. Tomáš Mach

    45. Tell me what your collocates are and I will tell you who you are
    46. Tülay Dixon & Daniel Dixon

    47. I feel kinda blah! Investigating language use in blogs
    48. Maristella Gatto

    49. I see what you mean: Exploring figurative uses of language
    50. Sally Zacharias & Jane Evison

    51. I was able to learn a new point: Examining the difference between could and was/were able to
    52. Martha Michieka & Theresa McGarry

    53. Learning about words in use with StringNet Navigator
    54. Anastasiia Kryzhanivska

    55. Investigating adverbials in British English: Although vs. though in spoken and written language
    56. Lu Lu

    57. Using Voyant Tools to enhance learners’ reflections on their writing
    58. Nausica Marcos Miguel

    59. Gender equality in the TESOL classroom: Exploring news stories from around the world
    60. Vander Viana

    61. Phrasal verbs in use: Investigating meaning and form
    62. Vander Viana

    63. Keywords in amateur online film reviews
    64. Chad Langford & Joshua Albair

    65. Formulaic language in amateur online film reviews
    66. Chad Langford & Joshua Albair

    67. Exploring semantic prosody with trainee teachers
    68. Jenny Kemp & Luke Timms

    69. A smile which melted her heart: Exploring metaphors in English corpora
    70. Wendy Anderson

    71. Small words? Discourse markers in spoken language
    72. Loretta Fung

    73. I’m so sorry: Intensification in American English across time
    74. Anne Barron

    75. Thanking and responding to thanks in American English: Language patterning and contextual appropriateness
    76. Anne Barron

    77. Whilst I do not object, I strongly believe... Exploring spoken argumentative and persuasive discourse
    78. Elen Le Foll

    79. Register variation in newspapers: Working with multidimensional analysis in English language teacher education
    80. Vander Viana

      Part B: English for Specific Purposes

    81. Exploring terms in English for specific purposes
    82. Nicole Brun-Mercer

    83. Teaching verbs using learner-compiled corpora
    84. Peter Dye

    85. Is there a better choice? Verb-noun combinations in academic writing
    86. Valdenia Almeida, Barbara Malveira Orfanò & Deise Dutra

    87. Problem and solution markers: Exploring lexical combinations
    88. Eman Elturki

    89. Cloze exercises for mixed-ability groups: Using the Academic Word List Gapmaker
    90. Loretta Fung

    91. Signaling transitions in academic writing
    92. Nicole Brun-Mercer

    93. Boosting your message: Using adverbs for impact in business writing
    94. Linda Slattery, Catherine Prewett-Schrempf, Andrew Pullen & Matthew Urmston

    95. Using the British National Corpus to teach phrases from spoken and academic English
    96. Paweł Szudarski

    97. Using keyness to teach about academic speaking
    98. Michael Suhan & Kyle Lucas

    99. Teaching small-group academic discussions
    100. Valeriia Bogorevich & Elnaz Kia

    101. Which words should I look up? Identifying unknown high-frequency words in English for academic purposes
    102. Jenny Kemp & Laurence Anthony

    103. Reflecting and acting on academic vocabulary use
    104. Katie Mitchell Burrows

    105. Which verb should I use? Disciplinary variation in reporting verbs
    106. Joseph J. Lee

    107. Using Google Scholar to support lexical choices in English for academic purposes
    108. Ulugbek Nurmukhamedov & Randall Sadler

    109. Exploring collocations in the Corpus of Contemporary American English
    110. Sharon Hartle

    111. How can I be more specific in my writing? Exploring relative pronouns in English for academic purposes
    112. Jenny Kemp & Laurence Anthony

    113. Don’t write like that! Avoiding contractions in academic writing
    114. Megan Bruce

    115. Climate change or global warming? Analyzing, interpreting and reporting findings
    116. Robert Poole

    117. Research findings for all: Popular science communication on global challenges
    118. Luciano Franco & Vander Viana

    119. Exploring the speech act of confirming/verifying information in the Michigan Corpus of Academic Spoken English
    120. Ildiko Porter-Szucs

    121. Identifying noun–verb patterns in scientific abstracts
    122. Mónica Rodríguez-Castro & Spencer Salas

    123. Using a concordancer to teach how to write about results
    124. Tatyana Karpenko-Seccombe

    125. Using corpora to explore vocabulary for writing conclusions
    126. Tatyana Karpenko-Seccombe

    127. Finding your academic voice: Use of nominalizations in academic writing
    128. Megan Bruce

    129. Investigating complex noun–noun modification in academic prose
    130. Sabrina Fusari

    131. Exploring adverbs for cohesion and critical voice
    132. Andrew Drummond

    133. Exploring discipline-specific and paper-specific vocabulary
    134. Anastasiia Kryzhanivska

    135. Language patterns and rhetorical moves in research papers
    136. Eman Elturki

    137. Investigating references to a celebrity in a do-it-yourself obituary corpus
    138. Rudy Loock

    139. Thanking politely and saying no gracefully to business invitations

              Lisa Leopold

    About the contributors



    Vander Viana is Associate Professor in Education, directs the Master’s course in TESOL and is the founder/leader of the Language in Education Research Group at the University of East Anglia. His areas of research expertise include corpus linguistics, English for academic purposes, TESOL and language teacher education.

    "This book does a really admirable job of bridging the gap between theory and practice in computer-aided language learning. It is unique in providing not just a wide range of practical and motivating activities, but also a clear and accessible rationale for each activity. Crucially, this means that readers are equipped with both a set of ideas they can implement immediately and a set of sound principles they can use to design their own activities. Books like this, which foster principled practice, are all too few, and I thoroughly recommend this volume for teachers and teacher educators who would like to gain practical and theoretical understanding of this field." – Prof Ivor Timmis, Leeds Beckett University.

    "This volume is a treasure trove of activities ready for classroom use. Corpus activities are presented in a teacher-friendly, easy to use manner, with topics ranging from General English to English for specific purposes for a variety of levels. A must have for any teacher interested in using corpus resources in their classroom." – Prof Randi Reppen, Northern Arizona University.

    "English language teachers have been waiting a long time for a book like this. It is a wide-ranging and practical resource book that will give teachers so many ideas for using corpora in the classroom in a step-by-step way. This book really will bring corpora into the classroom." – Dr Anne O’Keeffe, Mary Immaculate College, University of Limerick.

    "Corpora have revolutionised research in language and linguistics over the past 50 years, but also have much to offer in practical everyday aspects of language teaching. Teachers do not need to be corpus linguists to benefit from corpus tools in preparing their own materials and activities, but a general awareness of the potential of corpora and their uses should form a substantial part of any language teacher training programme. This book fills a long-standing need for simple, accessible, relevant and inspirational activities that can be used ready-made (many with online handouts) via a step-by-step outline of procedures, or inspire similar activities on related language points.

    Based on the contributors’ varied experiences and designed with the teacher firmly in mind, each of the 70 chapters is short (usually 3 to 5 pages) and self-contained, and can be dipped into at any point for teaching English for general or specific purposes. And dipping into it is certainly worthwhile, as the range of activities reveals the breathtaking potential of corpora to impact so many different dimensions of language teaching and learning. It soon becomes clear that corpora can help far beyond the obvious vocabulary and lexicogrammar, extending into pragmatics, discourse and pronunciation for all the skills, as well as topic-related content, from selecting level-appropriate texts and authentic examples in different registers or disciplines, to creating stimulating activities for teaching and learning, revising and self-correcting, and so on.

    I was enthusiastic about this book when I saw the title and aims, more so when I read the list of contributors and then the thoughtful introduction (a chapter in its own right to set the scene and rationale before outlining the book), and finally thrilled when I actually opened the chapters! Some classic activity types alongside so many ideas I would never have thought of, some tools that were new to me and new uses of familiar ones (all of which seem to be freely available), even subverting some non-corpus tools such as Google Scholar. If I were a literary critic, I’d be using phrases like ‘staggering tour de force’; suffice to say that I’ll be getting several copies ordered." – Prof Alex Boulton, ATILF – CNRS & Université de Lorraine.