Language Processing Technology and Corpus Linguistics: A Critical and Reflexive Perspective About Teaching and Learning Procedures Focused on English Vocabulary

Abstract

Nowadays, computerization of teaching is a noticeable fact, which promotes students’ and teachers’ integration in the contemporary world. In our research, we intend to explore a Teacher-Training Degree developed to qualify Portuguese-English professionals, focusing on new technologies that may provide greater autonomy. In order to present to future English teachers an example of technical approach related to vocabulary and to its interpretation in context (literature, academic essays, etc.), as well as to enable them to use it, we work with Corpus Linguistics (CL) analytical perspective. CL represents a theoretical-methodological proposal that allows observation of large amounts of authentic language data, i.e., speech/ writing productions recurrently used by native/ non-native speakers. This piece of information can be gathered through electronic corpora and it can be processed by computer tools, such as WordSmith Tools (SCOTT, 2013) and online corpora (GLOWBE, COCA, etc.). Having this in mind, we associate some CL theories about English Language Teaching (ELT) (KINDERMANN, 2008, 2010; BERBER SARDINHA, 2010) with autonomy in Language Learning Studies (HOLEC, 1981; LITTLE, 1996; BENSON, 1997; NUNAN, 1997; VOLLER, 1997; COTTERALL, 2000). Therefore, the main purpose of this investigation is to elaborate strategies in which corpora is used during English classes, offering resources to comprehend language aspects, mainly concerning vocabulary learning processes. The contact with real language production may enable future teachers to autonomously verify lexical-semantic patterns, recognizing structures and their contexts of use. The learning process favors the creation of autonomous researchers who will be valuable professionals in ELT systems.

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Author Information
Mariana Cassemiro, Universidade Estadual Paulista, Br
Talita Serpa, Universidade Estadual Paulista, Br

• Category: Learner and teacher autonomy

Posted by James Alexander Gordon

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