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Article published In:
Learner Corpus Research for Pedagogical Purposes
Edited by Sandra Götz and Sylviane Granger
[International Journal of Learner Corpus Research 10:1] 2024
► pp. 146–182

Building language and genre awareness through learner corpus data in a second language writing course

| University of Arizona
| University of Arizona
| University of Arizona
| University of Arizona
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.
Keywords: language awareness, second language writing, first-year writing, genre-based pedagogy, asset-oriented approaches
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Genre-based pedagogy
    • 2.2Learner corpora and corpus-based instruction
    • 2.3Learner corpus-based instruction and genre-based pedagogy
    • 2.4Lexico-grammatical features in Literacy Narratives and Genre Analyses
    • 2.5Transition phrases in learner writing
  • 3.Methods
    • 3.1Instructional materials creation
    • 3.2Course implementation and implementation corpus
  • 4.Results
    • 4.1Literacy Narrative
      • 4.1.1However (in the middle of the sentence)
      • 4.1.2Although and Despite
      • 4.1.3Variations in using transitions
    • 4.2Genre Analysis
      • 4.2.1Exemplification transitions
    • 4.3 This + summary word vs. bare this
  • 5.Discussion
  • 6.Conclusion
  • Acknowledgements
  • Notes
  • References
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 28 June 2024
DOI logo
https://doi.org/10.1075/ijlcr.00043.sta
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