In these 49 chapters, the corpora from English-Corpora.org
are discussed much more than any other collection of online corpora or any other
online resource. None of the
other resources are discussed in more than 5 chapters. But the corpora from English-Corpora.org
are the focus of 30 of these 49 chapters (see list below). This is a little more
than 60% of all chapters, and it is more than six times as much as any other
collection of online
corpora or any other online resource.
The chapters in this book, which were written by a wide range of scholars in the field, suggest that no other corpora come close
to English-Corpora.org
in terms of their usefulness for teaching English.
| |
Title |
Author |
| 1 |
Introduction |
Vander Viana |
| 2 |
Teaching collocations with ‘Survey Says’ |
Robin Sulkosky |
| 3 |
A grand problem and a jolly solution: Unmasking false friends with
corpus analysis |
Natalie Finlayson |
| 4 |
If you speak English, take one step forward: Teaching conditionals
through kinesthetic activities |
Riah Werner |
| 5 |
KWIC searches for quick answers: Solving word choice problems |
Pamela Everly |
| 6 |
Food talks: Using corpus data to link cooking methods with types of
food |
Vander Viana |
| 7 |
Profiling let and make with the Corpus of Contemporary American
English |
Ben Naismith |
| 8 |
Corpus exploration of phrasal and Latinate verbs |
Eric Nicaise |
| 9 |
Minimal prep quizzes: Using online corpora to foster vocabulary
learning |
Nick Canning |
| 10 |
Helping learners identify high-frequency words |
Shoaziz Sharakhimov & Ulugbek Nurmukhamedov |
| 11 |
Exploring similes in corpus data |
Natalie Finlayson |
| 12 |
Exploring register variation in the use of indefinite pronouns |
Irina Pandarova |
| 13 |
Using corpora to explore varieties of English |
Natalie Finlayson |
| 14 |
Searching for frequent words for pronunciation activities |
Roger W. Gee |
| 15 |
Tell me what your collocates are and I will tell you who you are |
Tülay Dixon & Daniel Dixon |
| 16 |
I see what you mean: Exploring figurative uses of language |
Sally Zacharias & Jane Evison |
| 17 |
I was able to learn a new point: Examining the difference between
could and was/were able to |
Martha Michieka & Theresa McGarry |
| 18 |
Gender equality in the TESOL classroom: Exploring news stories from
around the world |
Vander Viana |
| 19 |
Phrasal verbs in use: Investigating meaning and form |
Vander Viana |
| 20 |
A smile which melted her heart: Exploring metaphors in English
corpora |
Wendy Anderson |
| 21 |
I’m so sorry: Intensification in American English across time |
Anne Barron |
| 22 |
Is there a better choice? Verb-noun combinations in academic writing |
Valdenia Almeida, Barbara Malveira Orfanò & Deise Dutra |
| 23 |
Signaling transitions in academic writing |
Nicole Brun-Mercer |
| 24 |
Using the British National Corpus to teach phrases from spoken and
academic English |
Pawel Szudarski |
| 25 |
Which verb should I use? Disciplinary variation in reporting verbs |
Joseph J. Lee |
| 26 |
Exploring collocations in the Corpus of Contemporary American
English |
Sharon Hartle |
| 27 |
Climate change or global warming? Analyzing, interpreting and
reporting findings |
Robert Poole |
| 28 |
Exploring the speech act of confirming/verifying information in the
Michigan Corpus of Academic Spoken English |
Ildiko Porter-Szucs |
| 29 |
Investigating complex noun–noun modification in academic prose |
Sabrina Fusari |
| 30 |
Exploring adverbs for cohesion and critical voice |
Andrew Drummond |
