Corpus Analysis & Attention Corpus Analysis & Attention to Form in the CLT Classroom:to Form in the CLT Classroom:

an old hope & a new tool an old hope & a new tool

ByBy

IntroductionIntroduction

Torn between two lovers

FormMeaning

What is the problem?What is the problem?

• In the CLT or MBI, the focus is always In the CLT or MBI, the focus is always on ?????on ?????

• But this is risky because learners become But this is risky because learners become more fluent, but less ???????more fluent, but less ???????

• Thus, there is a need for attention to form in Thus, there is a need for attention to form in the CLT classroom.the CLT classroom.

But How?But How?

• Feedback on linguistic errors (but Feedback on linguistic errors (but again this is problematic, Why?again this is problematic, Why?

• Face-threateningFace-threatening

• Anxiety-provokingAnxiety-provoking

• Affects predetermined objectivesAffects predetermined objectives

So, what is the solution?So, what is the solution?

Recasting:Recasting: a reformulation of the student’s a reformulation of the student’s errorerror

• Example:Example:

S: She go to the AUC every day.S: She go to the AUC every day.

T: She goes to the AUC every day?T: She goes to the AUC every day?

But this is not always successful, But this is not always successful, Why?Why?

You know why?You know why?

• Because some learners perceive the Because some learners perceive the recast as a confirmation on meaning recast as a confirmation on meaning rather than a correction of form.rather than a correction of form.

Thus, the problem still remains!!!!Thus, the problem still remains!!!!

My Research Question:My Research Question:

How can corpus analysis help learners How can corpus analysis help learners attend to certain problematic attend to certain problematic linguistic forms?linguistic forms?

To answer the research question, focus To answer the research question, focus will be on lexical errors, why?will be on lexical errors, why?

Because they always disrupt Because they always disrupt communicationcommunication

Example from a pilot study:Example from a pilot study:

Feedback in a CLT contextFeedback in a CLT contextNumber of Number of errors errors

Errors in Errors in meaningmeaning

Errors in formErrors in form

2828 1010 1818

Corrected: 13Corrected: 13 Corrected: 10Corrected: 10 Corrected: 3Corrected: 3

All the three errors corrected were All the three errors corrected were lexical errors: Two are investigated lexical errors: Two are investigated herehere

A.A. Atmosphere vs. weatherAtmosphere vs. weatherEx. The Ex. The weatherweather in the party was so friendly. in the party was so friendly.Ex: the Ex: the atmosphereatmosphere is really cold; we can’t go out. is really cold; we can’t go out.

B. B. Terrible (adj.)Terrible (adj.)- You like his EnglishYou like his English- Of course, his English is really Of course, his English is really terribleterrible..

Atmosphere Vs. WeatherAtmosphere Vs. Weather

Hypothetical CLT Teacher-led Hypothetical CLT Teacher-led discussion activity:discussion activity:

T: What are the adjectives that precede T: What are the adjectives that precede weather?weather?

Ss: Ss: bad, cold, good, heavy, bad, cold, good, heavy, and and toughtough T: Are they concrete or abstract?T: Are they concrete or abstract?Ss: They are concrete.Ss: They are concrete.T: what does this make you know about this T: what does this make you know about this

word? word? Ss: it is something we can physically feel.Ss: it is something we can physically feel.

Now what about atmosphere?Now what about atmosphere?

Concordances for atmosphereConcordances for atmosphere

Teacher-led discussion activity:Teacher-led discussion activity:

T: What are adjectives used with the word T: What are adjectives used with the word atmosphere?atmosphere?

S: intellectual, peaceful, productive, S: intellectual, peaceful, productive, cooperative, cordial, candid, positive.cooperative, cordial, candid, positive.

T: Are they same as cold, tough, heavy?T: Are they same as cold, tough, heavy?Ss: No, they are differentSs: No, they are different• T: Can you physically feel the word T: Can you physically feel the word

atmosphere like the word weather?atmosphere like the word weather?• Ss: No, it is not physical!Ss: No, it is not physical!

Now look at these examples from the Now look at these examples from the corpus:corpus:

1- The 1- The atmosphere atmosphere of the discussion of the discussion was productive, it was candidwas productive, it was candid

2- An 2- An atmosphere atmosphere of terror and of terror and human rights abuseshuman rights abuses

3- An 3- An atmosphere atmosphere and attitude that is and attitude that is very positivevery positive

what do they confirm to you?what do they confirm to you?Ss: Ss: AtmosphereAtmosphere is not at all physical is not at all physical

T: which of them can you control and T: which of them can you control and

which is not controllable?which is not controllable?

Ss: We create atmosphere.Ss: We create atmosphere.

T: What is your evidence from the corpus?T: What is your evidence from the corpus?

Ss:Ss:

1- I am saying that they have got to improve 1- I am saying that they have got to improve the atmospherethe atmosphere

2- to set a nice atmosphere for the kid…..2- to set a nice atmosphere for the kid…..

3- The agreement on economic issues creates 3- The agreement on economic issues creates a warm, cooperative atmosphere that a warm, cooperative atmosphere that allows…… allows……

T: what is your evidence that T: what is your evidence that the same is not applied to the same is not applied to weatherweather?? Ss:Ss:

1- when the weather improves (out of 1- when the weather improves (out of itself, no external force)itself, no external force)

2- going to the sea will increase when 2- going to the sea will increase when the weather improves (out of itself, the weather improves (out of itself, no external force)no external force)

3- before the weather turned bad (of 3- before the weather turned bad (of itself, no external force)itself, no external force)

Teaching Suggestions:Teaching Suggestions:

1- Corpora can be used to draw the learner’s 1- Corpora can be used to draw the learner’s attention to the linguistic errors without attention to the linguistic errors without any explicit correction.any explicit correction.

2- Corpus analysis can be used to add 2- Corpus analysis can be used to add interaction to our classroom activitiesinteraction to our classroom activities

3- Corpus analysis should be functioned 3- Corpus analysis should be functioned more in our classes for error correction more in our classes for error correction

Now leaving with a big thank-you on my faceNow leaving with a big thank-you on my faceand good luck to the one taking my placeand good luck to the one taking my place