Over the last few decades, corpus linguistic research and methodology have
had a huge impact on the foreign language classroom, mainly as reference tools
but also by introducing new ways of (data-driven) learning into the classroom.
A fairly recent trend is the use of corpus-linguistic methods for the study of the
development of learner language, which has led to the compilation of a fairly
large number of learner corpora. Among other things, this has opened up new
avenues for language testing and assessment, e.g. in the context of the Common
European Framework of Reference for Languages (CEFR). However, although
learner corpora seem to lend themselves easily to such purposes, the role they
have actually played so far is rather minor in comparison to the huge influence
on other aspects of foreign language teaching (at least with regard to German
learners of English). The present chapter explores possible reasons and introduces
the Marburg Corpus of Intermediate Learner English (MILE) as a potential
resource for learner language analysis and for corpus-informed, -based and
-driven contributions to language testing and assessment.
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2006Pedagogical applications of corpora: Some reflections on the current scope and a wish list for future developments. Zeitschrift für Anglistik und Amerikanistik 54: 121–134.
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2007Learner language and the norms in native corpora and EFL teaching materials: A case study of English conditionals. In Anglistentag 2006 Halle. Proceedings, S. Volk-Birke & J. Lippert (eds), 355–363. Trier: Wissenschaftlicher Verlag Trier.
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2022. In what ways are the Semarang University Indonesian learners of French developing an Interlanguage?. European Journal of Applied Linguistics 10:2 ► pp. 227 ff.
2024. Review of Leńko-Szymańska, Agnieszka and Sandra Götz eds. 2022. Complexity, Accuracy and Fluency in Learner Corpus Research. Amsterdam: John Benjamins. ISBN: 978-9-027-21258-0. DOI: https://doi.org/10.1075/scl.104. Research in Corpus Linguistics 12:1 ► pp. 180 ff.
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