Using Corpora for Promoting Student Self-Learning in English Education

自1990年以来，计算机语料库作为大量的口语和书面语文本被广泛应用于语言学研究，并取得了丰硕的成果。然而，语料库在英语课堂教学中的实际应用却很少。本研究的目的是探讨在英语教学中使用语料库的有效途径，并探讨了在英语课堂中使用语料库的目的和目标。语料库是很好的资源，提供自我访问的实际口语和书面英语的例子。作为一个长期的目标，建议鼓励学生在学习英语，特别是在写作中使用词典和语料库，而不需要教师的帮助。研究的主要目标是让学生通过在语料库中查找例句来学习常用表达，并让他们有机会从例句中推断出英语中的一些规则。研究的过程是在阅读和听力课上使用英国国家语料库。对语料库进行了搜索，以找到字典中没有列出的单词和短语的例子，并有机会从例子中推断它们的含义。语言现象，如英国和美国英语之间的拼写和词汇的差异，通过使用布朗，LOB，皱眉和FLOB语料库来教授。在教学过程中，通过对Lancaster-IBM口语语料库中的实例进行分析，指导学生在降调与“句尾”的关系、重音转移等韵律特征的教学中进行规则推理;在教学过程中，通过对科研论文中的表达方式进行分析，并在此基础上提出了论文摘要写作的教学方法。

Computer corpora, large bodies of spoken and written texts, have been used intensively since 1990 for linguistic studies and great achievements have been made. However, there has been little practical application of corpora in the English-Language Teaching (ELT) classroom. The aim of the present study is to investigate effective ways of using corpora in English education.Objectives and goals for implementing the use of corpora in the ELT classroom were considered. Corpora are good resources for providing self-access to examples of actually spoken and written English. As a long-term goal, it was proposed that students be encouraged to use both dictionaries and corpora in learning English, especially in writing English, without the help of teachers. The proposed major specific objectives were that students learn frequently-used expressions by searching examples in corpora, and that they be given opportunities to infer some rules in English from the examples.The procedure for using the British National Corpus was developed in reading and listening classes. The corpus was searched to find examples of words and phrases which were not listed in the dictionary, and opportunity given for inferring the meaning of them from the examples. Linguistic phenomena, such as differences in spelling and lexis between British and American English, were taught by the use of the Brown, LOB, Frown and FLOB corpora. In teaching prosodic features, such as the relationship of falling tone and 'sentence' ending, and stress shift, students were instructed to infer rules from examples in the Lancaster-IBM Spoken English Corpus.For teaching English for Specific Purposes (ESP), expressions used in research papers were examined, and methods for teaching the writing of abstracts were also proposed, based on the findings.