Authenticating corpora for language learning: a problem and its resolution.
This paper questions the assumption that corpora are authentic, with particular reference to their application in language pedagogy. The author argues that, because of the form the corpus takes, authentic source texts forfeit a crucial criterion for authenticity, namely context, in the transition fr...
| Publicado en: | ELT Journal: English Language Teaching Journal Vol. 58; no. 3; pp. 219 - 228 |
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| Formato: | Artículo |
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Oxford University Press / USA
Jul2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=13964650&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 13964650 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09510893 ELT jtl: ELT Journal: English Language Teaching Journal issn: 09510893 maglogo: N pubinfo: dt: Jul2004 vid: 58 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 13964650 10.1093/elt/58.3.219 ppf: 219 ppct: 9 formats: tig: atl: Authenticating corpora for language learning: a problem and its resolution. aug: au: Mishan, Freda affil: IRCHSS (Irish Council for the Humanities and Social Sciences) Post-Doctoral Fellow in the Department of Languages and Cultural Studies, University of Limerick. su: Foreign language education Education Learning Teaching Communication Comparative grammar sug: subj: Foreign language education Education Learning Teaching Communication Comparative grammar ab: This paper questions the assumption that corpora are authentic, with particular reference to their application in language pedagogy. The author argues that, because of the form the corpus takes, authentic source texts forfeit a crucial criterion for authenticity, namely context, in the transition from source to electronic data. Other authentic attributes, e.g. communicative intent and socio-cultural purpose likewise become obscured. The problems of attempting to recantextualize corpus discourse and of equating the concept of 'authentic' with 'unique' are broached. These dilemmas are resolved by exploiting the pedagogical context itself by looking not to the authenticity of the source text but to its authentication by the learner, which arises out of the involvement of the learner with the material, via the task The second part of this paper looks to means of effecting this-most notably, the methodology known as data-driven learning (DDL) and suggests samples of DDL tasks which accord with this concept of authenticity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2004 holdings: @attributes: islocal: N |
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