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This volume links corpus research to classroom practice and critically assesses how the integration of a corpus-informed methodology affects pedagogical choices, teaching materials and classroom activities.
Szilvia Szita is Head of Department of Hungarian Studies at Strasbourg University, France, and the President of KorSzak / CorPed, an international research group on corpus linguistics and pedagogical practices at the University of Pécs, Hungary.
INTRODUCTION Chapter 1 Setting the framework: From the traditional Communicative Approach to the Principled Communicative Approach PART 1 Key findings from corpus linguistics in the service of the Principled Communicative Approach Chapter 2 What is naturalness Chapter 3 General features of naturalness (1): Textual-situational well-formedness Chapter 4 General features of naturalness (2): Frequency of occurrence and multi-word units Chapter 5 General features of naturalness (3): Patterns Chapter 6 General features of naturalness (4): Linguistic creativity Chapter 7 Specific features of naturalness (1): Key elements of written communication Chapter 8 Specific features of naturalness (2): Key elements of spoken communication PART 2 Enhancing the toolkit of the Principled Communicative Approach: Corpus-informed teaching materials, pedagogical corpora, activities and model texts Chapter 9 Corpus-informed textbooks Chapter 10 Pedagogical corpora (1): Written corpora Chapter 11 Pedagogical corpora (2): Spoken corpora Chapter 12 Observing and practising natural language use in pedagogical corpora Chapter 13 Combining corpus tools and representative model texts Chapter 14 Putting it all together: Towards a corpus-informed Principled Communicative Approach Index
