Towards Text-Based Second Language Teaching
An Argument Based on Corpus Research into Conventionalism in Language use
A. Blom | IT & C-Toegepaste Taalkunde, Technische Universiteit Delft
This article surveys corpus research into what might generally be referred to as conventionalism in language use, and discusses its implications for second language teaching methodology. After an introductory section with traditional and more recent views on the idiomatic and formulaic nature of language use, Section 2 presents a survey of corpus-based case studies into preselected types of lexical patterning like idioms and collocations. Section 3 presents the cruder statistical approach of automatically assessing the frequency of recurrent combinations in texts. The results suggest that conventionalism extends far beyond the traditionally recognised patterns, and might be the basic combinatory principle underlying the composition of written and oral texts. After a short section with some evidence that conventional sequencing is also a feature in learner output, the concluding section (5) argues that to do justice to the phenomenon of conventionalism in language use, teaching methodology should be essentially text-based.
Article language: Dutch
Cited by (1)
Cited by one other publication
Verspoor, Marjolijn & Marjolein Cremer
2008.
Research on foreign-language teaching and learning in the Netherlands (2002–2006).
Language Teaching 41:2
► pp. 183 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 21 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.