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Corpus consultation and advanced learners' writing skills in French

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dc.contributor.author Chambers, Angela
dc.contributor.author O'Sullivan, Íde
dc.date.accessioned 2014-08-14T15:44:33Z
dc.date.available 2014-08-14T15:44:33Z
dc.date.issued 2004
dc.identifier.citation Chambers, A; O'Sullivan, I (2004) 'Corpus consultation and advanced learners' writing skills in French'. ReCALL, 16 (1):158-172. en_US
dc.identifier.uri http://hdl.handle.net/10344/3973
dc.description peer-reviewed en_US
dc.description.abstract In the rapidly changing environment of language learning and teaching, electronic literacies have an increasingly important role to play. While much research on new literacies focuses on the World Wide Web, the aim in this study is to investigate the importance of corpus consultation as a new type of literacy which is of particular relevance in the context of language learning and teaching. After briefly situating the theoretical and pedagogical context of the study in relation to authenticity and learner autonomy, the paper describes an empirical study involving eight postgraduate students of French. As part of a Masters course they write a short text and subsequently attempt to improve it by using concordancing software to consult a small corpus containing texts on a similar subject. The analysis of the results reveals a significant number of changes made by the learners which may be classified as follows in order of frequency: grammatical errors (gender and agreement, prepositions, verb forms/mood, negation and syntax); misspellings, accents and hyphens; lexico- grammatical patterning (native language interference, choice of verb and inappropriate vocabulary); and capitalisation. The conclusion notes that the situation in which these students found themselves (i.e. faced with a text on which the teacher had indicated phrases which could be improved) is replicated in many cases every day, and suggests that corpus consultation may have a useful role to play in the context of interactive feedback, particularly in cases where traditional language learning resources are of little use. en_US
dc.language.iso eng en_US
dc.publisher Cambridge University Press en_US
dc.relation.ispartofseries ReCALL;16 (1), pp. 158-172
dc.relation.uri http://dx.doi.org/10.1017/S0958344004001211
dc.rights Material on these pages is copyright Cambridge University Press or reproduced with permission from other copyright owners. It may be downloaded and printed for personal reference, but not otherwise copied, altered in any way or transmitted to others (unless explicitly stated otherwise) without the written permission of Cambridge University Press. Hypertext links to other Web locations are for the convenience of users and do not constitute any endorsement or authorisation by Cambridge University Press. en_US
dc.subject language learning en_US
dc.subject teaching en_US
dc.subject electronic literacies en_US
dc.title Corpus consultation and advanced learners' writing skills in French en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2014-08-14T15:36:51Z
dc.description.version PUBLISHED
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1120157
dc.internal.copyrightchecked Yes
dc.description.status peer-reviewed


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