1. Applications of corpus analysis in EAP: research, learning, and teaching Martin Hewings The University of Birmingham m.j.hewings@bham.ac.uk

2. Corpora as resources for learners: data- driven learning (DDL)

4. Corpus analysis in EAP research Students learning from corpora: Data-driven learning and an alternative Teachers learning from corpora: Classroom applications Outline of talk

6. Features of 31 JEAP ‘corpus’ papers Paper types –26 corpus analyses Corpus content –19 writing; 5 speech; two both; journal articles predominant; focus on single soc sci disciplines Corpus types –mainly expert/ published Focus of analysis –mainly particular lexical/ grammatical features

9. Open-access academic corpora include… Corpus of Contemporary American English (COCA) (Academic) 120 million words British Academic Written English (BAWE) 6.5 million words of good-standard student writing Michigan Corpus of Academic Spoken English (MICASE) 1.8 million words British Academic Spoken English (BASE) 1.6 million words For a number General English corpora: www.lextutor.ca (Lextutor) www.lextutor.ca

10. Corpora as resources for learners: data- driven learning (DDL)

12. DDL: exposes students to ‘target’ language forms provides authentic examples provides information beyond dictionary or grammar encourages inductive learning encourages learner autonomy Corpora as resources for learners: data- driven learning (DDL)

13. “…an exceptional group of students – highly acculturated into the genres of their discourse communities, mostly on the way to their PhDs, eager to perfect their English, possessing of advanced computer skills, and perfectly comfortable with quantitative data.” Lee & Swales (2006): DDL

14. DDL: some reservations lack of evidence to link DDL to language improvement are the outcomes worth the time, effort and money? it doesn’t suit all students

15. An example: MBA students’ use of ‘I’ ‘Research article (RA) corpus’: 120,000 words ‘MBA corpus’: essays, 22,000 words Selecting corpus data for students (as an alternative to DDL)

16. MBA corpus on TV or from magazine, I am in the opinion that service more consumption of fuels. I am almost certain that there world imports composition. I believe services commodities s composition. In the future I believe there will be a new osing a million dollars. So I believe services commodities w ector. As a result of this, I can predict that there will mports appeared. After 1987, I do not think that there was a mports about one third. But I don't think it will grow so er. As a result, therefore, I expect that the countries more than other commodities. I expect service industry will ervices" and is intangible. I feel that the intangible veloped in the next future. I personally see the above idea world. But, before I go on, I should make a point. After ore detail analysis, I think I should take deeper consideratio a long term point of view, I suppose the composition of

17. RA corpus uring the estimation period. I also computed Patell's (1976, p. y. The question: When should I buy? has one logical answer: (SVR) metric (in all cases), I choose to present only the result he wall' statements such as 'I don't care how you do it, just do on environment. In addition, I examine several subhypotheses bas Size Test. In this section, I first test the hypothesis of diff y perennial question: should I invest now or wait for the as a long way from reality: 'I just did not want to be part of a ep asking themselves,'How do I know? What evidence is there?' Th y? By information technology I mean the hardware and software, c I were doing this what would I need?' Another useful heuristic r ed per ASR No. 190. That is, I test the hypothesis that inflatio e key questions such as: 'If I were doing this what would I need h domestically and globally. I will, therefore, focus more on th Journals: published writing

18. RA corpus uring the estimation period. I also computed Patell's (1976, p. y. The question: When should I buy? has one logical answer: (SVR) metric (in all cases), I choose to present only the result he wall' statements such as 'I don't care how you do it, just do on environment. In addition, I examine several subhypotheses bas Size Test. In this section, I first test the hypothesis of diff y perennial question: should I invest now or wait for the as a long way from reality: 'I just did not want to be part of a ep asking themselves,'How do I know? What evidence is there?' Th y? By information technology I mean the hardware and software, c I were doing this what would I need?' Another useful heuristic r ed per ASR No. 190. That is, I test the hypothesis that inflatio e key questions such as: 'If I were doing this what would I need h domestically and globally. I will, therefore, focus more on th Journals: published writing

19. RA corpus uring the estimation period. I also computed Patell's (1976, p. y. The question: When should I buy? has one logical answer: (SVR) metric (in all cases), I choose to present only the result he wall' statements such as 'I don't care how you do it, just do on environment. In addition, I examine several subhypotheses bas Size Test. In this section, I first test the hypothesis of diff y perennial question: should I invest now or wait for the as a long way from reality: 'I just did not want to be part of a ep asking themselves,'How do I know? What evidence is there?' Th y? By information technology I mean the hardware and software, c I were doing this what would I need?' Another useful heuristic r ed per ASR No. 190. That is, I test the hypothesis that inflatio e key questions such as: 'If I were doing this what would I need h domestically and globally. I will, therefore, focus more on th Journals: published writing

20. Teachers learning from corpora: checking intuitions

21. What adverbs come before… ……. similar but not …….different? ……. different but not …..similar? ……. similar or ……… different? Cambridge Corpus of Academic English (CCAE); about 400 million words of published academic written text (& about 1 million words of speech) Teachers learning from corpora: checking intuitions

22. closely essentially radically rather reasonably roughly strikingly totally vastly

23. Teachers learning from corpora: checking intuitions it is [adjective] to-infinitive48,170 it is [adjective] that24,115

24. it is [adjective] to-infinitive crucial difficult helpful important necessary possible safe straightforward > 4000 times < 500 times possible 7784 important 5019 difficult 4345 necessary 4103 straightforward 481 crucial 282 helpful 255 safe 194

25. it is [adjective] that clear interesting likely notable possible significant surprising true > 1000 times < 300 times clear 5284 possible 4116 likely 2561 true 1170 significant 257 surprising 251 interesting 235 notable 206

26. it is true that It is true that having a theoretical foundation for what one is doing in the classroom is important, but it is at least equally important to transform that knowledge into activities that are simple, appealing to the students, and successful. While it is true that national expenditure estimates are often larger than those of national income, this is not always the case.

27. Teachers learning from corpora: discovering new information

28. Some nouns have a related adjective ending: -ic base – basic (not basical) -ical astrology – astrological (not astrologic) -ic or –ical analysis – analytic/ analytical

29. analytic9, 721analytical12, 107 problematic11, 042problematical551 geographic4, 403geographical9, 322 technologic47technological8, 750

30. ecological and geographical (rather than ecological and geographic) taxonomic and geographic (rather than taxonomic and geographical) -ic or –ical ?

31.  TV and other viewing media are very important in this most technologic era. …in this most technologic technological era.  In the early IVF literature, patient experiences of infertility are outlined as negative, requiring a technologic solution.  Vast majority from ‘medicine and health’ technologic or technogical?

32. When intuition and corpus evidence clash

33. Student writing corpus: problems (?) …the number of full-time and part-time jobs was almost similar. Their aims were also highly different. When intuition and corpus evidence clash

34. …the number of full-time and part-time jobs was almost similar. Cambridge Academic English Corpus (400+ mill words of writing) 29 examples e.g. Comparing the charts of Figures 12 and 13 with those of Figures 7 and 6, respectively, we conclude that they are almost similar.

35. Their aims were also highly different. Cambridge Academic English Corpus (400+ mill words of writing) 17 examples e.g. The advocates of Semantic Syntax and of Principles Parameters emphasize that their conceptualizations of grammatical theory are highly different.

36. From corpus research to teaching materials

37. Cambridge Academic English

38. From corpus research to teaching materials: ‘on the surface’

40. From corpus research to teaching materials: ‘below the surface’