Vis enkel innførsel

dc.contributor.authorKavanagh, Barry Patrick
dc.date.accessioned2021-09-15T13:29:05Z
dc.date.available2021-09-15T13:29:05Z
dc.date.created2021-06-09T20:31:53Z
dc.date.issued2021
dc.identifier.citationNordic Journal of English Studies (NJES). 2021, 20 (1), 1-35.en_US
dc.identifier.issn1502-7694
dc.identifier.urihttps://hdl.handle.net/11250/2777452
dc.descriptionThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Authors of articles published remain the copyright holders and grant third parties the right to use, reproduce, and share the article according to the Creative Commons license agreement.en_US
dc.description.abstractResearchers have written of ‘bridging the gap’ between corpus linguistics and teaching practice. This study focuses on in-service English teacher informants from Norwegian schools, to try to address the ‘gap’ from the teaching practice ‘side’, rather than from the linguist ‘side’ engaged in spreading corpus linguistics. The study collects data on teachers’ familiarity with corpus linguistics, what corpora are used for and how, and teachers’ views on the obstacles to corpus use. The research question is How are corpora used by in-service English teachers in Norwegian schools? The research design consists of an online questionnaire and follow-up interviews. The questionnaire was answered by 210 teachers, 34 of whom answered they had done some work with corpora. The interviews were with three corpus-using teachers. The corpora they used were GloWbE, SkELL, Netspeak and COCA. Teacher-corpus interaction was for reference and for creating vocabulary and varieties of English exercises, and pupil-corpus interaction was encouraged by two of the teachers. The obstacles to the use of corpora were identified as differences between school levels, usability, and lack of teacher need. In concluding remarks, it is suggested that a starting point for corpus use among teachers may be to teach the tools and methods that seem to be already working for in-service teachers.en_US
dc.language.isoengen_US
dc.relation.urihttps://njes-journal.com/articles/abstract/522/
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectcorpusen_US
dc.subjectcorpus linguisticsen_US
dc.subjectEnglish language teachingen_US
dc.subjectin-service teachersen_US
dc.subjectNorwegian schoolsen_US
dc.titleBridging the Gap from the Other Side: How Corpora Are Used by English Teachers in Norwegian Schools.en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber1-35en_US
dc.source.volume20en_US
dc.source.journalNordic Journal of English Studies (NJES)en_US
dc.source.issue1en_US
dc.identifier.doihttps://doi.org/10.35360/njes.522
dc.identifier.cristin1914927
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel

Navngivelse 4.0 Internasjonal
Med mindre annet er angitt, så er denne innførselen lisensiert som Navngivelse 4.0 Internasjonal