<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The Corpus of Contemporary American English (Davies) on the Brigham Young University website has been used in the English as Foreign Language (EFL) classroom to help learners better understand how language works at different levels of analysis and also to develop their writing skills. However, it also allows learners to explore culture-related content, by giving them access to invaluable information about social, ideological, political and historical contexts. Moreover, it provides the means to examine the ways in which such aspects intersect with language and condition its use. The understanding of this cultural and discursive dimension of language is pivotal in the training of undergraduate students in the areas of humanities and social sciences. To determine how far the COCA can contribute to increase this awareness, a series of task-based activities involving writing was drawn up and carried out in an EFL class of undergraduate students. They were first introduced to this corpus analysis tool and encouraged to explore it further. Later on, in order to complete a writing task, they were prompted to resort to a series of strategies to collect information about relevant events, personalities and social or cultural phenomena, to analyse and interpret data, and to draw conclusions about the modes in which culture and language can interact. This paper provides (a) the rationale and a brief literature review on this topic, (b) a description of the task-based activities, the implementation process, the students’ strategies and the evaluation procedures, and (c) a critical reflection on this study that may open the path for further developments in this area.</p></abstract>

The Corpus of Contemporary American English (Davies) on the Brigham Young University website has been used in the English as Foreign Language (EFL) classroom to help learners better understand how language works at different levels of analysis and also to develop their writing skills. However, it also allows learners to explore culture-related content, by giving them access to invaluable information about social, ideological, political and historical contexts. Moreover, it provides the means to examine the ways in which such aspects intersect with language and condition its use. The understanding of this cultural and discursive dimension of language is pivotal in the training of undergraduate students in the areas of humanities and social sciences. To determine how far the COCA can contribute to increase this awareness, a series of task-based activities involving writing was drawn up and carried out in an EFL class of undergraduate students. They were first introduced to this corpus analysis tool and encouraged to explore it further. Later on, in order to complete a writing task, they were prompted to resort to a series of strategies to collect information about relevant events, personalities and social or cultural phenomena, to analyse and interpret data, and to draw conclusions about the modes in which culture and language can interact. This paper provides (a) the rationale and a brief literature review on this topic, (b) a description of the task-based activities, the implementation process, the students’ strategies and the evaluation procedures, and (c) a critical reflection on this study that may open the path for further developments in this area.

Exploitation of the Didactic Potential of the COCA in Task-Based Language Teaching Involving Cultural References

e-TEALS

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The Corpus of Contemporary American English (Davies) on the Brigham Young University website has been used in the English as Foreign Language (EFL) classroom...

Exploitation of the Didactic Potential of the COCA in Task-Based Language Teaching Involving Cultural References

Publié en ligne: 21 nov. 2018

Pages: 73 - 106

DOI: https://doi.org/10.2478/eteals-2018-0004

Mots clés
Corpus analysis tools, culture-related content, discourse, english as foreign language, higher education, task-based language teaching

© 2017 António Lopes, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Exploitation of the Didactic Potential of the COCA in Task-Based Language Teaching Involving Cultural References

Publié en ligne: 21 nov. 2018

Pages: 73 - 106

DOI: https://doi.org/10.2478/eteals-2018-0004

Mots clésCorpus analysis tools, culture-related content, discourse, english as foreign language, higher education, task-based language teaching

© 2017 António Lopes, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
Corpus analysis tools, culture-related content, discourse, english as foreign language, higher education, task-based language teaching