How to Use Corpora in Language Teaching -- Editorial page -- Title page -- LCC page -- Table of contents -- List of contributors -- Introduction -- Background to this book -- Design and content -- Acknowledgement -- Notes -- References -- The corpus and the teacher -- In the classroom -- Corpora in the classroom -- 1. Introduction -- 2. Bringing corpora to the classroom -- 2.1. Data-driven Learning (DDL) or ``The learner as researcher'' -- 2.2. Language learning as (schema-based) restructuring -- 2.3. Learner and translation corpora for language learners and translation students -- 2.4. Learning LSP with corpora -- 3. Discovery Learning (DL) or ``The learner as traveller'' -- 4. The past, and the future -- 5. Conclusion -- Notes -- References -- Appendix -- In preparation -- What teachers have always wanted to know - and how corpora can help -- Corpora and linguistic description -- Corpus-based studies and ESL / EFL teaching -- Corpus analysis and teachers' language awareness -- TeleNex -- Teachers' questions and corpus evidence -- Synonymous lexical items -- Grammar rules and conflicting evidence -- Rationalization of collocations -- Implications for language teacher education -- Notes -- References -- Resources - Corpora -- Corpus variety -- Corpus linguistics, language variation, and language teaching -- The linking adverbial though -- Comparing many language features simultaneously -- Conclusion -- Acknowledgements -- Note -- References -- Appendix -- Spoken - general -- Spoken corpus for an ordinary learner -- 1. Introduction -- 2. Authenticity -- 3. Communicative utility -- 4. Formulaic expressions -- 5. Taking the corpus to the classroom -- 6. Hands-on -- 7. Conclusion -- References -- Spoken - an example -- The use of concordancing in the teaching of Portuguese -- Introduction -- Linguistic resources.

Resources for corpus-based teaching -- Lexis and text type -- Conclusion -- References -- Learner corpora -- Learner corpora and their potential for language teaching -- 1. Introduction -- 2. Learner corpora -- 2.1. Learner corpora - the state of the art -- 2.2. Potential and limitations of learner corpora -- 2.3. Ways forward -- 3. Learner corpora and language teaching -- 3.1. Learner corpus studies -- 3.2. Learner corpora and pedagogic material -- 3.3. Learner corpora and data-driven learning -- 4. Conclusion -- Notes -- References -- Appendix -- Current learner corpora and learner corpus projects -- Research -- Composition -- The use of adverbial connectors in Hungarian university students' argumentative essays -- 1. Introduction -- 2. A brief overview of issues concerning the teaching of connectors -- 2.1. The significance of connectors -- 2.2. Why are connectors difficult? -- 3. Research questions -- 4. Methods -- 4.1. The participants and the corpus -- 4.2. Terminology and analytical decisions -- 5. Results and discussion -- 5.1. Adverbial connectors in the Hungarian Corpus -- 5.2. The distribution of adverbial connectors in the Hungarian Corpus -- 5.3. The most common types of semantic relationships in the Hungarian Corpus -- 5.4. The span of the relations marked by adverbial connectors -- 5.5. The position of adverbial connectors in the texts produced by Hungarian writers -- 5.6. Register awareness in the use of adverbial connectors in the Hungarian Corpus -- 6. Conclusion -- 7. Implications for teaching -- 7.1. A concordance-based classroom activity on adverbial connectors -- Notes -- References -- Textbooks -- A corpus-driven approach to modal auxiliaries and their didactics -- 1. Introduction -- 2. Modals in spoken British English (BNC analysis) -- 2.1. Frequency analysis -- 2.2. Different meanings analysis -- 2.3. Co-occurrence analysis.

3. Modals in EFL teaching (textbook analysis) -- 3.1. Frequency analysis -- 3.2. Different meanings analysis -- 3.3. Co-occurrence analysis -- 4. Comparison: The use of modals in ``real'' English and in ``school'' English -- 5. Suggestions for the improvement of teaching materials -- 6. Conclusion -- Notes -- References -- Resources - Computing -- Basic processing -- Software for corpus access and analysis -- 1. Starting with the text -- 2. Creating a wordlist -- 3. Adding context -- 3.1. Collocates and collocations -- 4. Wider context -- 5. Lexical frameworks -- 6. More on context -- 6.1. Annotation as context -- 7. Conclusion -- References -- Programming -- Simple Perl programming for corpus work -- 1. Introduction -- 2. When to use Perl -- 3. Step 1: Finding the interpreter and changing access rights -- 4. The Toolbox -- 4.1. Tool no 1: The tokeniser -- 4.2. Tool no 2: The word splitter -- 4.3. Tool no 3: The frequency counter -- 4.4. Tool no 4: A plain concordancer -- 5. Conclusion -- Note -- References -- Network -- Learner oral corpora and network-based language teaching -- Introduction -- 1. The scope of Network-Based Language Teaching (NBLT) -- 2. The scope of Learner Oral Corpora (LOC) -- 3. Strategic foundations of LOC in networked environments -- 4. The digital bridge -- Notes -- References -- Prospects -- New evidence, new priorities, new attitudes -- Introduction -- 1. Four features of language and language description -- 2. Are they inherent in the language or do they arise in the description? -- 3. New hypotheses -- 4. Implications for teaching and learning -- Conclusion -- Notes -- References -- Notes on contributors -- Index -- The series STUDIES IN CORPUS LINGUISTICS.