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Learner Corpora in Corpus-Informed Instruction: Moving toward an Asset- and Genre-Based Model

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Title: Learner Corpora in Corpus-Informed Instruction: Moving toward an Asset- and Genre-Based Model
Language: English
Authors: Shelley Staples, Anh Dang, Hui Wang
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2024 58(3):1166-1180.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Comparative Analysis, Learning Analytics, English (Second Language), Second Language Learning, Second Language Instruction, Error Patterns, Writing Instruction, Teaching Methods, Literary Genres, Metalinguistics, Error Analysis (Language)
DOI: 10.1002/tesq.3293
ISSN: 0039-8322
1545-7249
Abstract: Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that "it is as important to see what learners can do as well as what they can't" when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1434384
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Shelley+Staples%22">Shelley Staples</searchLink><br /><searchLink fieldCode="AR" term="%22Anh+Dang%22">Anh Dang</searchLink><br /><searchLink fieldCode="AR" term="%22Hui+Wang%22">Hui Wang</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that "it is as important to see what learners can do as well as what they can't" when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).
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