02323nas a2200229   4500008004100000020001900041245008200060210006900142260007600211300001000287490000700297520154900304653002301853653003001876653003401906653001201940653002001952653003201972653002102004100002802025856004002053       2009                        eng d  aISSN-1094-350100aTextual, genre and social features of spoken grammar: A corpus-based approach0 aTextual genre and social features of spoken grammar A corpusbase  aHawaii bUniversity of Hawaii National Foreign Language Resource Center  a40-580 v133 a<p>This paper describes a corpus-based approach to teaching and learning spoken grammar for English for Academic Purposes with reference to Bhatia's (2002) multi-perspective model for discourse analysis: a textual perspective, a genre perspective and a social perspective. From a textual perspective, corpus-informed instruction helps students identify grammar items through statistical frequencies, collocational patterns, context-sensitive meanings and discoursal uses of words. From a genre perspective, corpus observation provides students with exposure to recurrent lexico-grammatical patterns across different academic text types (genres). From a social perspective, corpus models can be used to raise learners' awareness of how speakers' different discourse roles, discourse privileges and power statuses are enacted in their grammar choices. The paper describes corpus-based instructional procedures, gives samples of learners' linguistic output, and provides comments on the students' response to this method of instruction. Data resulting from the assessment process and student production suggest that corpus-informed instruction grounded in Bhatia's multi-perspective model can constitute a pedagogical approach in order to i) obtain positive student responses from input and authentic samples of grammar use, ii) help students identify and understand the textual, genre and social aspects of grammar in real contexts of use, and therefore iii) help develop students' ability to use grammar accurately and appropriately.&nbsp;</p>
10adiscourse analysis10aEnglish (Second Language)10aEnglish for academic purposes10aGrammar10aLanguage Styles10aSecond Language Instruction10aTeaching Methods1 aPérez-Llantada, Carmen  uhttp://www.lltjournal.org/item/2653