1887
Volume 10, Issue 1
  • ISSN 2215-1478
  • E-ISSN: 2215-1486

Abstract

Abstract

This study is part of a larger project investigating the impact of corpus-based teaching in a series of second language (L2) genre-based writing courses. In this paper, we focus on activities that were implemented in one L2 writing course between first and final drafts of two major assignments (a Literacy Narrative and a Genre Analysis). Materials were created using Crow (Corpus and Repository of Writing; https://crow.corporaproject.org) and designed to interact with an existing genre-based curriculum. Findings show modest but clear changes by students who interacted with the corpus-based materials. We also discuss our use of learner corpora, which departs somewhat from previous literature, including an asset-based approach where learners’ texts are used as models for other learners.

Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/ijlcr.00043.sta
2024-06-28
2025-06-24
Loading full text...

Full text loading...

/deliver/fulltext/ijlcr.00043.sta.html?itemId=/content/journals/10.1075/ijlcr.00043.sta&mimeType=html&fmt=ahah

References

  1. Aktas, R. N., & Cortes, V.
    (2008) Shell nouns as cohesive devices in published and ESL student writing. Journal of English for Academic Purposes, 71, 3–14. 10.1016/j.jeap.2008.02.002
    https://doi.org/10.1016/j.jeap.2008.02.002 [Google Scholar]
  2. Aull, L.
    (2015) First-year writing: A corpus-based study with implications for pedagogy. Springer.
    [Google Scholar]
  3. Belz, J. A., & Vyatkina, N.
    (2008) The pedagogical mediation of a developmental learner corpus for classroom-based language instruction. Language Learning and Technology, 12(3), 33–52.
    [Google Scholar]
  4. Biber, D., Johansson, S., Leech, G. N., Conrad, S., & Finegan, E.
    (2021) Grammar of spoken and written English. John Benjamins. 10.1075/z.232
    https://doi.org/10.1075/z.232 [Google Scholar]
  5. Boulton, A.
    (2009) Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1), 37–54. 10.1017/S0958344009000068
    https://doi.org/10.1017/S0958344009000068 [Google Scholar]
  6. Boulton, A., & Cobb, T.
    (2017) Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. 10.1111/lang.12224
    https://doi.org/10.1111/lang.12224 [Google Scholar]
  7. Charles, M.
    (2007) Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6(4), 289–302. 10.1016/j.jeap.2007.09.009
    https://doi.org/10.1016/j.jeap.2007.09.009 [Google Scholar]
  8. (2015) Same task, different corpus: The role of personal corpora in EAP classes. InA. Leńko-Szymańska, & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp.129–154). John Benjamins. 10.1075/scl.69.07cha
    https://doi.org/10.1075/scl.69.07cha [Google Scholar]
  9. (2018) Corpus-assisted editing for doctoral students: More than just concordancing. Journal of English for Academic Purposes, 361, 15–25. 10.1016/j.jeap.2018.08.003
    https://doi.org/10.1016/j.jeap.2018.08.003 [Google Scholar]
  10. Cheng, A.
    (2007) Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26(3), 287–307. 10.1016/j.esp.2006.12.002
    https://doi.org/10.1016/j.esp.2006.12.002 [Google Scholar]
  11. (2008) Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29(1), 50–71. 10.1093/applin/amm021
    https://doi.org/10.1093/applin/amm021 [Google Scholar]
  12. Cotos, E.
    (2014) Enhancing writing pedagogy with learner corpus data. ReCALL, 261, 202–224. 10.1017/S0958344014000019
    https://doi.org/10.1017/S0958344014000019 [Google Scholar]
  13. Cotos, E., Huffman, S., & Link, S.
    (2017) A move/step model for methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 461, 90–106. 10.1016/j.esp.2017.01.001
    https://doi.org/10.1016/j.esp.2017.01.001 [Google Scholar]
  14. Dong, J., & Lu, X.
    (2020) Promoting discipline-specific genre competence with corpus-based genre analysis activities. English for Specific Purposes, 581, 138–154. 10.1016/j.esp.2020.01.005
    https://doi.org/10.1016/j.esp.2020.01.005 [Google Scholar]
  15. Fox, W., & Chang-Bacon, C.
    (2023) Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education. Journal of Second Language Writing, 601. 10.1016/j.jslw.2023.100992
    https://doi.org/10.1016/j.jslw.2023.100992 [Google Scholar]
  16. Gao, X.
    (2016) A cross-disciplinary corpus-based study on English and Chinese native speakers’ use of linking adverbials in academic writing. Journal of English for Academic Purposes, 241, 14–28. 10.1016/j.jeap.2016.08.002
    https://doi.org/10.1016/j.jeap.2016.08.002 [Google Scholar]
  17. Garner, J. R.
    (2013) The use of linking adverbials in academic essays by non-native writers: How data-driven learning can help. CALICO Journal, 30(3), 410–422. 10.11139/cj.30.3.410‑422
    https://doi.org/10.11139/cj.30.3.410-422 [Google Scholar]
  18. Granger, S.
    (2008) Learner corpora in foreign language education. InN. H. Hornberger (Ed.), Encyclopedia of language and education (pp.1427–1441). Springer. 10.1007/978‑0‑387‑30424‑3_109
    https://doi.org/10.1007/978-0-387-30424-3_109 [Google Scholar]
  19. Granger, S., & Tyson, S.
    (1996) Connector usage in the English essay writing of native and non-native EFL speakers of English. World Englishes, 15(1), 17–21. 10.1111/j.1467‑971X.1996.tb00089.x
    https://doi.org/10.1111/j.1467-971X.1996.tb00089.x [Google Scholar]
  20. Gunes, H.
    (2017) A corpus-based study of linking adverbials through contrastive analysis of L1/L2 PhD dissertations. International Journal of Curriculum and Instruction, 9(2), 21–38.
    [Google Scholar]
  21. Halliday, M. A. K., & Hasan, R.
    (1976) Cohesion in English. Longman.
    [Google Scholar]
  22. Hasselgren, A.
    (1994) Lexical teddy bears and advanced learners: A study into the ways Norwegian students cope with English vocabulary. International Journal of Applied Linguistics, 4(2), 237–258. 10.1111/j.1473‑4192.1994.tb00065.x
    https://doi.org/10.1111/j.1473-4192.1994.tb00065.x [Google Scholar]
  23. Hinkel, E.
    (2020) Teaching academic L2 writing: Practical techniques in vocabulary and grammar. Routledge. 10.4324/9780429437946
    https://doi.org/10.4324/9780429437946 [Google Scholar]
  24. (2001) Matters of cohesion in L2 academic texts. Applied Language Learning, 121, 111–132.
    [Google Scholar]
  25. Hyland, K.
    (2007) Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 161, 148–164. 10.1016/j.jslw.2007.07.005
    https://doi.org/10.1016/j.jslw.2007.07.005 [Google Scholar]
  26. Johns, A.
    (2008) Genre awareness for the novice academic student: An ongoing quest. Language Teaching, 41(2), 237–252. 10.1017/S0261444807004892
    https://doi.org/10.1017/S0261444807004892 [Google Scholar]
  27. Lee, D., & Swales, J.
    (2006) A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes, 251, 56–75. 10.1016/j.esp.2005.02.010
    https://doi.org/10.1016/j.esp.2005.02.010 [Google Scholar]
  28. Lei, L.
    (2012) Linking adverbials in academic writing on applied linguistics by Chinese doctoral students. Journal of English for Academic Purposes, 111, 267–275. 10.1016/j.jeap.2012.05.003
    https://doi.org/10.1016/j.jeap.2012.05.003 [Google Scholar]
  29. Nesi, H. [Google Scholar]
  30. Nesi, H., & Gardner, S.
    (2012) Genres across the disciplines: Student writing in higher education. Cambridge University Press. 10.1017/9781009030199
    https://doi.org/10.1017/9781009030199 [Google Scholar]
  31. Nesi, H., Gardner, S., Thompson, P., & Wickens, P.
    (2008–2010) The British Academic Written English (BAWE) corpus.
    [Google Scholar]
  32. Paquot, M.
    (2010) Academic vocabulary in learner writing: From extraction to analysis. Bloomsbury.
    [Google Scholar]
  33. Reppen, R., Bunting, J., & Diniz, L.
    (2021) Grammar and beyond. Cambridge.
    [Google Scholar]
  34. Seidlhofer, B.
    (2002) Pedagogy and local learner corpora: Working with learning-driven data. InS. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, Second Language Acquisition and foreign language teaching (pp.213–234). John Benjamins. 10.1075/lllt.6.14sei
    https://doi.org/10.1075/lllt.6.14sei [Google Scholar]
  35. Shin, J., Velazquez, A., Swatek, A., Staples, S., & Partridge, R. S.
    (2018) Examining the effectiveness of corpus-informed instruction of reporting verbs in L2 first-year college writing. L2 Journal, 10(3), 31–46. 10.5070/L210337022
    https://doi.org/10.5070/L210337022 [Google Scholar]
  36. Staples, S., & Dilger, B.
    (2018–) Corpus and repository of writing [Learner corpus articulated with repository]. https://crow.corporaproject.org
    [Google Scholar]
  37. Swales, J.
    (1990) Genre analysis: English in academic and research settings. Cambridge University Press.
    [Google Scholar]
  38. Swales, J., & Feak, C.
    (2012) Academic writing for graduate students: Essential tasks and skills. University of Michigan Press. 10.3998/mpub.2173936
    https://doi.org/10.3998/mpub.2173936 [Google Scholar]
  39. Tardy, C.
    (2019) Genre-based writing: What every ESL teacher needs to know. University of Michigan Press.
    [Google Scholar]
  40. Tardy, C., Buck, R., Jacobson, B., LaMance, R., Pawlowski, M., Slinkard, J., & Vogel, S.
    (2022) “It’s complicated and nuanced”: Teaching genre awareness in English for general academic purposes. Journal of English for Academic Purposes, 571, 101117. 10.1016/j.jeap.2022.101117
    https://doi.org/10.1016/j.jeap.2022.101117 [Google Scholar]
  41. Tardy, C., Sommer-Farias, B., & Gevers, J.
    (2020) Teaching and researching genre knowledge: Toward an enhanced theoretical framework. Written Communication, 37(3), 287–321. 10.1177/0741088320916554
    https://doi.org/10.1177/0741088320916554 [Google Scholar]
  42. Tribble, C.
    (2001) Small corpora and teaching writing. InM. Ghadessy, A. Henry, & R. Roseberry (Eds.). Small corpus studies and ELT: Theory and practice (pp.381–407). John Benjamins. 10.1075/scl.5.22tri
    https://doi.org/10.1075/scl.5.22tri [Google Scholar]
  43. Vincent, B., & Nesi, H.
    (2018) The BAWE Quicklinks Project: A new DDL resource for university students. Lidil.
    [Google Scholar]
  44. Watson, M., & Shapiro, R.
    (2018) Clarifying the multiple dimensions of monolingualism: Keeping our sights on language politics. Composition Forum, 381.
    [Google Scholar]
  45. Wingate, U.
    (2015) Academic literacy and student diversity: The case of inclusive practice. Multilingual Matters. 10.21832/9781783093496
    https://doi.org/10.21832/9781783093496 [Google Scholar]
/content/journals/10.1075/ijlcr.00043.sta
Loading
/content/journals/10.1075/ijlcr.00043.sta
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error