Formulating research topics: corpora in the EFL learning and teaching Li Wenzhong Corpus Application Center Henan Normal University 2009

Perspectives and scope Language in focus Learning in focus Teaching in focus Use of technology

Language in focus Word-based analysis  a \S + of  [a-zA-Z]+\d+[a-zA-Z]*|\d+[a-zA-Z]+|[a-zA-Z]+\d+[a-zA-Z]* （带数字的单词） (corpus4u, p2p, 1st, wordlist1, 220y) Category-based analysis 名词前有多少形容词  (\S+_J\S+)+\s\S+_N\S+ (\S+_\S+\s)\1+ （词语 / 词性重复） Observe sentences:^.*?(,_,).*?(\1.*?)*[\r\n]+

Discourse in focus Globaliz(s)ation vs. globeny Global warming

Learning in focus: RQs What characterizes the learner language in a given learning community?  collocates + knowledge?  (\S+_V\S+\s)(\S+_\S+\s){0,2}(knowledge_N\S+) How are the learner language features related to the community features? How are the learner accomplishments formed on a progressive route? What are the areas (of the learner language) under development in a given community?

Learning in focus: RQs What differentiates one group of learners from another? To what extent does LL analysis affect the formative assessment of the learner achievement?

Teaching in focus: RQs To what extent is the selection of the input materials determined by the corpus research? What functions and effects does classroom concordancing have on the students’ learning? What characterizes the teacher talk? How does the use of corpus in the classroom contribute to the students’ metalanguage ability? Explore the possibility of using the multimedia corpus.

Project proposals Corpus in an e-learning environment Parallel corpora for translation studies Specialized corpora:  How special? Lexis, structure, discourse?  What uses? Research, teaching, learning, development. Chinese-English interface studies