Corpora and Language Teaching -- Editorial page -- Title page -- LCC data -- Table of contents -- List of contributors -- Introduction -- Part I. Corpora and second-language acquisition -- The contribution of learner corpora to second language acquisition and foreign language teaching -- 1. Introduction -- 2. Core components of learner corpus research -- 3. Learner corpus research and SLA -- 4. Learner corpus research and foreign language teaching -- 5. Conclusion -- References -- Some thoughts on corpora and second-language acquisition -- 1. Introduction -- 2. The explicit vs. the implicit method -- 3. Language learning as hypothesis testing -- 4. The student as researcher -- 5. Corpora and language acquisition -- 6. The many uses of corpora -- 7. Corpora in language teaching: concluding remarks -- References -- Part II. The direct corpus approach -- Who benefits from learning how to use corpora? -- 1. Introduction -- 2. Looking back: What are the stumbling-blocks, and whatare the advantages? -- 3. Introducing students to corpus analysis: Teacher-prepared exercises -- 4. Using corpora to answer student questions -- 5. Corpus exercises in the language lab -- 6. Students' evaluation of corpus exercises -- 7. Who benefits from learning how to use corpora? -- References -- Oslo Interactive English -- 1. Introduction -- 2. Aims and background -- 3. The structure of OIE -- 4. The corpus -- 5. The users -- 6. Concluding remarks -- References -- Corpus research and practice -- Part III. The indirect corpus approach -- Themes in Swedish advanced learners' writing in English -- 1. Introduction -- 2. Themes and thematic variation -- 3. Results -- 4. Features of NNS' argumentative writing -- 5. Discussion -- 6. Conclusion -- References -- Thematic choice and expressions of stance in English argumentative texts by Norwegian learners.

1. Introduction and background -- 2. Material and method -- 3. Previous research on "Scandinavian English" word order -- 4. Some features of thematic structure in NICLE material -- 5. The use of extraposition -- 6. Self-reference and subjective stance -- 7. Other markers of stance -- 8. Other voices -- 9. Concluding remarks -- References -- The usefulness of corpus-based descriptions of English for learners -- 1. Introduction -- 2. Phraseology and relative frequency -- 3. Wordform, pattern and modality -- 4. Semantic sequences and the learner -- 5. Discussion and conclusion -- References -- Part IV. New types of corpora -- Income/interest/net -- 1. Introduction -- 2. The notion of aboutness -- 3. Texts from specialised corpora -- 4. From n-gram to skipgram to concgram -- 5. Methodology for using concgrams to determine aboutness -- 6. Findings and discussion -- 6. Conclusions -- Acknowledgements -- References -- New types of corpora for new educational challenges -- 1. ELT material and the corpus tradition -- 2. A survey of textbook studies -- 3. A new type of pedagogically annotated corpus for textbook research -- 4. Meeting new pedagogical challenges -- 5. Conclusion -- References -- The grammar of conversation in advanced spoken learner English -- 1. Introduction: Spoken grammar in corpus linguisticsand language pedagogy -- 2. The grammar of conversation in advanced German learners' speech:Three case studies and their language-pedagogical implications -- 3. Concluding remarks -- References -- Index.