Teaching and learning foreign languages: insights from classroom corpus research
Teaching and learning foreign languages: insights from classroom corpus research
A classroom corpus is a set of audio- or videorecordings of authentic L2 lessons, which have been transcribed and prepared for analysis. Such a corpus provides direct insight into how the L2 curriculum is delivered and experienced in the classroom in real time.
In this contribution we first present some examples of past research using classroom corpora, emphasising the variety of perspectives which can motivate such research. We then describe the ‘Learning French’ corpus of lessons taught to young Anglophone beginners, and the insights concerning input, engagement and L2 learning deriving from different analyses of this corpus. In conclusion we discuss the potential contributions of classroom corpus research to our understanding of pedagogy and the improvement of practice.
78-85
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Myles, Florence
8551a556-de51-4e60-b94f-bad005a1b9a1
21 September 2024
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Myles, Florence
8551a556-de51-4e60-b94f-bad005a1b9a1
Mitchell, Rosamond and Myles, Florence
(2024)
Teaching and learning foreign languages: insights from classroom corpus research.
Babylonia: Multilingual Journal of Language Education, 2, .
(doi:10.55393/babylonia.v2i.376).
Abstract
A classroom corpus is a set of audio- or videorecordings of authentic L2 lessons, which have been transcribed and prepared for analysis. Such a corpus provides direct insight into how the L2 curriculum is delivered and experienced in the classroom in real time.
In this contribution we first present some examples of past research using classroom corpora, emphasising the variety of perspectives which can motivate such research. We then describe the ‘Learning French’ corpus of lessons taught to young Anglophone beginners, and the insights concerning input, engagement and L2 learning deriving from different analyses of this corpus. In conclusion we discuss the potential contributions of classroom corpus research to our understanding of pedagogy and the improvement of practice.
Text
BAB_2024-02_Michtell-Myles_376_241002-1_BP (1)
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Published date: 21 September 2024
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Local EPrints ID: 497050
URI: http://eprints.soton.ac.uk/id/eprint/497050
ISSN: 2673-6454
PURE UUID: b1e3b005-0261-4b29-b0a5-44646a40b60b
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Date deposited: 10 Jan 2025 17:50
Last modified: 22 Aug 2025 01:32
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Florence Myles
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