1. Nurul Fuadah bt Mohd Hassan
Sakinah bt Mohamad @Md.Som
Noraziah bt Razak
Nur Hanisah bt Alimuddin

2.  Language learning is about the acquisition
of communicative competence, i.e. about
learning how to use language appropriately
in various communicative situations (Braun,
2006).
 The usefulness of CL in teaching and
learning has received growing attention and
recognition (Hunston 2002; Sinclair 2004;
Conrad 2005;
O’Keeffe, McCarthy, and Carter 2007;
Bennett 2010; Reppen 2010).

3.  According to Barlow (2002):
 Syllabus Design
 Materials Development
 Classroom Activities

4.  Written Language: Language teachers are now using on-line corpora
in the classroom to help learners distinguish central and typical uses
of words from mannered, poetic, and erroneous uses. (Ejerhed &
Church)
 Grammar: Written Language Corpora have been used to improve
spelling correctors, hyphenation routines and grammar checkers,
which are being integrated into commercial word-processing
packages. (Ejerhed & Church)
 Corpus linguistics has provided a new weapon for translation
studies, broadened the research scope and introduced a brand-new
thought pattern for translation scholars. This paper introduces the
design and application of Translational English Corpus (Shen Guo-
rong, 2010).
 By applying the techniques used by corpus linguists in the study of
natural language texts to a corpus of programming language texts
(i.e., source code repositories), we can gain new insights into the
communication medium that is programming language (Delorey,
Knutson and Davies).

5.  According to (Johns and King 1991: iii), DDL is ‘the
use in the classroom of computer generated
concordances to get students to explore the
regularities of patterning in the target language, and
the development of activities and exercises based on
concordance output’.
 An opportunity for lifelong learning in the field of
language education.
 Fits well with contemporary learning paradigms and
with the so-called 21st C learning or lifelong
learning.
 Emerged in the mid-1980s.
 Research on DDL:
- Vocabulary Acquisition (Steven, 1991; Cobb, 1997)
- Writing Instruction (Gaskell & Cobb, 2004; Ross &

6.  The Longman Learners’ Corpus
 The International Corpus of Learner English
(ICLE)
 World English Corpus
 The British National Corpus (BNC)

7.  ELISA (English Language Interview Corpus as a
Second-language Application) (Braun, 2006).
 Contains a series of narrative interviews with
native speakers of different varieties of English
and from different walks of life.
 Covers a variety of communicatively relevant
topics from the broad area of professional,
social and cultural life.
 Spoken discourse is becoming increasingly
important in international communication and
hence in the learning and teaching context.
 Spontaneous conversation certainly has a role
to play in language learning.

8. • Title of Article: A Corpus Based Study of
Idioms in Academic Writing
• Writers: Rita Simpson And Dushyanthi Mendis
• Link:
http://203.72.145.166/TESOL/TQD_2008/VOL
• Purpose of study: addresses the advantages
and limitations of a corpus-based approach to
researching and teaching idioms in a specific
genre by drawing on a specialized corpus of
1.7million words of academic discourse.

9. • a specialized corpus of contemporary speech
recorded at the University of Michigan between
1997 and 2001.
• It is freely available and searchable via the Web.
• It contains 197 hours of recorded speech,
totaling about 1.7 million words in 152 speech
events.
• These speech events range from large lectures,
to dissertation defenses, to one-on-one office-
hour interactions and small peer-led study group
sessions, and each transcript is categorized
along several dimensions, including primary
discourse mode and academic division.

10.  Definition of Idiom: a group of words that
occur in a more or less fixed phrase and
whose overall meaning cannot be predicted
by analyzing the meanings of its constituent
parts.
 Research questions:
 (a) How many idioms occur in the various sub
registers within academic spoken language?
 (b) What functions do these idioms perform?

11.  They found 238 idiom types, with 562 tokens in
the corpus.
 Over half of these idiom types occur only once, and
about10% occur more than four times in the
corpus.
 They found that 11 transcripts of a variety of
speech events contained 10 or more idioms.
 The speech events included in these transcripts are
of an organic chemistry study group, a meeting
between a graduate student and his adviser, a class
on ethics issues in journalism, and a large public
lecture by a recent Nobel laureate in physics.

12. • Evaluation: …you were just mean to me again. oh you’ve got
this evil side that rears its ugly head…(math study group)
• Description: if your thyroid is severely out of whack, it has all
the exact same symptoms of depression. (Introduction to
Psychopathology lecture)
• Paraphrase: so women knew that uh if they were labeled
noncompliant if they were you know put up a stink about where
they delivered their children, this might have a negative impact
on health care for their whole family…(Medical Anthropology
lecture)
• Emphasis: …and we’re not interested in explaining the total
variance in our outcome by throwing everything in but the
kitchen sink. (Statistics in Social Science lecture)
• Collaboration: are they more likely to take steps if the press
puts some heat on them? (Ethics Issues in Journalism discussion/
lecture)
• Metalanguage: well on that note, have another cup of coffee
on your way out and let’s thank John and Ivette for a really nice
(xx) (Ecological Agriculture colloquium)

13.  This research has shown that idioms do occur
in academic speech and is not as rare
phenomenon.
 The use of idioms is more of individual
speakers’ idiolects than of any linguistic or
content-related categories.
 In terms of a functional discourse grammar of
academic speech, idioms clearly fulfill several
important functions particularly relevant to
the unique discourse features of this speech
genre.

14.  Braun, Sabine (2006): ELISA - a pedagogically enriched corpus for language learning
purposes. In: Braun, Sabine; Kohn, Kurt & Joybrato Mukherjee (eds), forthcoming. Retrieved
21st April 2012 from http://epubs.surrey.ac.uk/1292/1/fulltext.pdf
 Chambers, Angela (2005): Integrating corpus consultation in language studies. Language
Learning & Technology 9, 111-125. Retrieved 21st April 2012 from
http://llt.msu.edu/vol9num2/pdf/chambers.pdf
 Daniel P. Delorey, Charles D. Knutson, and Mark Davies : Mining programming
language vocabularies from source code. Retrieved 25th April 2012
 Ejerhed, E. & Church, K. Written Language Corpora, Retrieved 24th April 2012 from
http://speech.bme.ogi.edu/HLTsurvey/ch12node4.html#SECTION122
 Granger, Sylviane (2003): The international corpus of learner English: a new resource for
foreign language learning and teaching and second language acquisition research. TESOL
Quarterly 37:3, 538-545. Retrieved 21st April 2012 from http://nhlrc.ucla.edu/media/files/
KISSELEV--International-Corpus-of-Learner-Eng-2w-4xg.pdf
 Meunier, Fanny (2011): Corpus linguistics and second/foreign language learning:
exploring multiple paths. RBLA, Belo Horizonte, 11, 459-477. Retrieved 21st April 2012
from http://www.scielo.br/pdf/rbla/v11n2/a08v11n2.pdf
 Pascual Pérez-Paredes, María Sánchez-Tornel, José M. Alcaraz Calero (2011): The
role of corpus linguistics in developing innovation in data-driven language learning.
Congreso Internacional De Innovacion Docente Universidad Politecnica De Cartagena.
Retrieved 21st April 2012 from
http://repositorio.bib.upct.es/dspace/bitstream/10317/2209/1/c159.pdf
 SHEN Guo-rong (2010): Corpus-based approaches to translation studies. Cross-cultural
th