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Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course

机译：用语料库学习英语语法：在大学语法课程中尝试协调学习

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Corpora have been used for pedagogical purposes for more than two decades but empirical studies are relatively rare, particularly in the context of grammar teaching. The present study focuses on students' attitudes towards grammar and how these attitudes are affected by the introduction of concordancing. The principal aims of the project were to increase the students' motivation by showing them that English grammar is more than a set of rules in a book and to enable them to assume more responsibility for their own learning. The idea was to introduce the use of language corpora into the curriculum for first-semester English at Vaxjo University in Sweden, as a complement to grammar textbooks and ordinary exercise materials. Between classes, the students worked with problem-solving assignments that involved formulating their own grammar rules based on the examples they found in the corpus. In the classroom, a system of peer teaching was applied, where the students took turns at explaining grammatical rules to each other. Besides presenting a new way of working with grammar, we also provided the students with a tool for checking questions of usage when writing English texts in the future, since the corpus we use is free of charge and available to all. The work with corpora and peer teaching was evaluated by means of questionnaires and interviews. This article describes and evaluates this initiative and presents insights gained in the process. One important conclusion is that using corpora with students requires a large amount of introduction and support. It takes time and practice to get students to become independent corpus users, knowing how to formulate relevant corpus queries and interpret the results. Working with corpora is a method that some students appreciate while others, especially weak students, find it difficult or boring. Several of the students did not find corpora very useful for learning about grammatical rules, but realized the potential of using corpora when writing texts in English.
机译：语料库已用于教学目的已有二十多年了，但是实证研究相对较少，尤其是在语法教学的背景下。本研究的重点是学生对语法的态度以及通过引入和声如何影响这些态度。该项目的主要目的是通过向学生展示英语语法不仅仅是一本书中的一组规则来增强他们的动力，并使他们承担起自己学习的更多责任。想法是将语言语料库的用法引入瑞典Vaxjo大学的第一学期英语课程中，作为语法教科书和普通练习材料的补充。在课堂之间，学生们进行解决问题的作业，其中包括根据他们在语料库中发现的例子来制定自己的语法规则。在课堂上，采用了同伴教学系统，学生们轮流互相解释语法规则。除了提供一种新的语法处理方式之外，我们还为学生提供了一种工具，可用于在将来编写英语课本时检查用法问题，因为我们使用的语料库是免费的，并且对所有人开放。语料库和同伴教学的工作通过问卷和访谈的方式进行了评估。本文介绍并评估了该计划，并提出了在此过程中获得的见解。一个重要的结论是，与学生一起使用语料库需要大量的介绍和支持。要使学生成为独立的语料库用户，需要时间和实践，他们知道如何制定相关的语料库查询并解释结果。使用语料库是一些学生欣赏而其他人（尤其是弱势学生）感到困难或无聊的一种方法。一些学生没有发现语料库对于学习语法规则非常有用，但是意识到用英语编写文本时使用语料库的潜力。

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