Chapter published in:
Beyond Concordance Lines: Corpora in language education
Edited by Pascual Pérez-Paredes and Geraldine Mark
[Studies in Corpus Linguistics 102] 2021
► pp. 57–74

Chapter 3
Looking back on 25 years of TaLC

In conversation with Profs Mike McCarthy and Tony McEnery

| University of Nottingham
| Lancaster University
| Mary Immaculate College, University of Limerick
| Universidad de Murcia
This chapter is the result of a conversation between Professors Tony McEnery and Michael McCarthy, two of the greatest names in the fields of corpus linguistics and the corpus-based analysis and teaching of the English language. They share their views and experiences of the areas discussed in this volume, including the relationship between DDL and SLA research, the role of formulaic language, spoken language and pragmatics as areas of potential applications of learner corpus research (LCR) methods, the role of frequency in language learning and teaching and, among others, annotation.
Keywords: data-driven learning (DDL) and second language acquisition (SLA), barriers to DDL, formulaic language, pragmatics, frequency, annotation
Article outline
  • Introduction and background
  • Use of linguistic knowledge, directly and indirectly in the language classroom
  • Perspectives on terminology
  • Learners bring implicit linguistic experience and use
  • Learning contexts, cultural trends, methodologies and legacies
  • The role and relevance of corpus linguistics and frequency in current pedagogies
  • Frequency as arbitrator
  • Bridging the gap between corpus linguistics and second language acquisition
  • Challenges of looking beyond the immediately discoverable
  • Looking to the future for discovery and insight
  • Overcoming barriers to DDL: New skills, context and personalisation
  • References
Published online: 22 December 2021
https://doi.org/10.1075/scl.102.03mcc
References
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(2009) Can a graded reader corpus provide ‘authentic’input? ELT journal, 63(1), 23–32. CrossrefGoogle Scholar
Chambers, Angela
. “Towards the corpus revolution? Bridging the research–practice gap.” Language Teaching 52, no. 4 (2019): 460–475. CrossrefGoogle Scholar
McCarthy, M.
(2020) Innovations and challenges in grammar. Routledge. CrossrefGoogle Scholar
McEnery, T., & Wilson, A.
(1997) Teaching and language corpora (TALC). RECALL, 9, 5–14. CrossrefGoogle Scholar