The present paper addresses the relationship between corpora and one commonly used type of pedagogical material in instructed English as a Foreign Language (EFL) settings, namely the textbook. Major English Language Teaching (ELT) publishers increasingly use native and learner corpora as input material on which to build, at least in part, new series of reference and pedagogical material such as dictionaries, grammar or vocabulary books. Surprisingly, however, English for General Purposes (EGP) textbooks are exceptions to the rule and still shy away from corpora. After a first section on the corpus tradition in ELT, we provide a survey of textbook research in Section 2. The third section presents a new type of pedagogically annotated textbook corpus: the TeMa corpus (corpus of Textbook Material). From a methodological viewpoint, we will show that the collection and annotation of pedagogical corpora allow for new automated search options which are not available in the manual ‘page by page’ approach often adopted in traditional textbook analyses. Concrete examples of search options and their preliminary results will be presented in Section 4, together with suggestions on how pedagogically annotated corpora can help learners, teachers, and material designers meet new educational challenges.
ElShami, Tarez Hani Simon, Jihad Al Shuaibi & Aseel Zibin
2023. The Function of Metaphor Modality in Memes on Jordanian Facebook Pages. SAGE Open 13:1 ► pp. 215824402311548 ff.
Nechaeva, Polina O. & Veronika V. Parshina
2023. The pilot corpus of German language textbooks for the second-grade students. Tyumen State University Herald. Humanities Research. Humanitates 9:1 ► pp. 6 ff.
van de Weijer, Jeroen, Marjoleine Sloos & Weiyun Wei
2021. Building Czech Textbook Corpora (UcebKo) for Word-Formation Research of Czech as a Second Language. Journal of Linguistics/Jazykovedný casopis 72:2 ► pp. 631 ff.
Yasuda, Akihiro
2021. An Explanatory Comparison of Japanese Secondary English Textbooks and IB English Textbooks. In Educational Reform and International Baccalaureate in the Asia-Pacific [Advances in Educational Marketing, Administration, and Leadership, ], ► pp. 1 ff.
Kovalevskaitė, Jolanta & Erika Rimkutė
2020. Pedagogic Corpus of Lithuanian: A New Resource for Learning and Teaching Lithuanian as a Foreign Language. Sustainable Multilingualism 17:1 ► pp. 197 ff.
Chambers, Angela
2019. Towards the corpus revolution? Bridging the research–practice gap. Language Teaching 52:4 ► pp. 460 ff.
Melissourgou, Maria N. & Katerina T. Frantzi
2017. Genre Identification Based on SFL Principles: The Representation of Text Types and Genres in English Language Teaching Material. Corpus Pragmatics 1:4 ► pp. 373 ff.
Melissourgou, Maria N. & Katerina T. Frantzi
2018. Moving Away from the Implicit Teaching of Genres in the L2 Classroom. Corpus Pragmatics 2:4 ► pp. 351 ff.
Carloni, Giovanna
2015. Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 197 ff.
Neary‐Sundquist, Colleen A.
2015. Aspects of Vocabulary Knowledge in German Textbooks. Foreign Language Annals 48:1 ► pp. 68 ff.
TAMBURELLI, MARCO, EIRINI SANOUDAKI, GARY JONES & MICHELLE SOWINSKA
2015. Acceleration in the bilingual acquisition of phonological structure: Evidence from Polish–English bilingual children. Bilingualism: Language and Cognition 18:4 ► pp. 713 ff.
This list is based on CrossRef data as of 16 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.