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Corpus, concordance, classification: young learners in the L1 classroom

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Corpus, concordance, classification: young learners in the L1 classroom. / Sealey, Alison; Thompson, Paul.
In: Language Awareness, Vol. 16, No. 3, 15.08.2007, p. 208-223.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Sealey, A & Thompson, P 2007, 'Corpus, concordance, classification: young learners in the L1 classroom', Language Awareness, vol. 16, no. 3, pp. 208-223. https://doi.org/10.2167/la453.0

APA

Sealey, A., & Thompson, P. (2007). Corpus, concordance, classification: young learners in the L1 classroom. Language Awareness, 16(3), 208-223. https://doi.org/10.2167/la453.0

Vancouver

Sealey A, Thompson P. Corpus, concordance, classification: young learners in the L1 classroom. Language Awareness. 2007 Aug 15;16(3):208-223. doi: 10.2167/la453.0

Author

Sealey, Alison ; Thompson, Paul. / Corpus, concordance, classification : young learners in the L1 classroom. In: Language Awareness. 2007 ; Vol. 16, No. 3. pp. 208-223.

Bibtex

@article{8c0cabb6a5a045339cd8c6bd219792ad,
title = "Corpus, concordance, classification: young learners in the L1 classroom",
abstract = "This paper reports on an ESRC-funded project that investigated the use of corpus-based activities in a primary-school context, with children aged 8–10 years. The study explored the contributions that could be made by a corpus - comprising language written for a child audience – and a modified version of the associated software, in helping these children (all L1 English speakers) to learn about language. Activities were devised which complied with educational policies in England, so the interactions recorded often involved classification of linguistic items. The paper presents a qualitative analysis of these interactions, identifying aspects of the approach which prompted metalinguistic discourse. It suggests that, in contrast with textbooks and other reference resources, this approach may provide a flexible route into metalinguistic understanding, which maintains links with an authentic discourse.",
keywords = "metalinguistic awareness, corpus linguistics, concordancing, young learners",
author = "Alison Sealey and Paul Thompson",
year = "2007",
month = aug,
day = "15",
doi = "10.2167/la453.0",
language = "English",
volume = "16",
pages = "208--223",
journal = "Language Awareness",
issn = "0965-8416",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Corpus, concordance, classification

T2 - young learners in the L1 classroom

AU - Sealey, Alison

AU - Thompson, Paul

PY - 2007/8/15

Y1 - 2007/8/15

N2 - This paper reports on an ESRC-funded project that investigated the use of corpus-based activities in a primary-school context, with children aged 8–10 years. The study explored the contributions that could be made by a corpus - comprising language written for a child audience – and a modified version of the associated software, in helping these children (all L1 English speakers) to learn about language. Activities were devised which complied with educational policies in England, so the interactions recorded often involved classification of linguistic items. The paper presents a qualitative analysis of these interactions, identifying aspects of the approach which prompted metalinguistic discourse. It suggests that, in contrast with textbooks and other reference resources, this approach may provide a flexible route into metalinguistic understanding, which maintains links with an authentic discourse.

AB - This paper reports on an ESRC-funded project that investigated the use of corpus-based activities in a primary-school context, with children aged 8–10 years. The study explored the contributions that could be made by a corpus - comprising language written for a child audience – and a modified version of the associated software, in helping these children (all L1 English speakers) to learn about language. Activities were devised which complied with educational policies in England, so the interactions recorded often involved classification of linguistic items. The paper presents a qualitative analysis of these interactions, identifying aspects of the approach which prompted metalinguistic discourse. It suggests that, in contrast with textbooks and other reference resources, this approach may provide a flexible route into metalinguistic understanding, which maintains links with an authentic discourse.

KW - metalinguistic awareness

KW - corpus linguistics

KW - concordancing

KW - young learners

U2 - 10.2167/la453.0

DO - 10.2167/la453.0

M3 - Journal article

VL - 16

SP - 208

EP - 223

JO - Language Awareness

JF - Language Awareness

SN - 0965-8416

IS - 3

ER -