What is it about?
This paper questions the fundamental assumption that corpus linguistics is based upon. This assumption is that when corpus linguistics counts word frequency from within a corpus, it is assumed that what it is counting is indeed countable. We question this assumption by showing how what corpus linguistics would see as the same words, are seen very differently in different subject areas.
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Why is it important?
The paper is important because corpus linguistics underpins the development of many pedagogical materials to help students. However, we question the wisdom and appropriacy of such materials and suggest instead that it may be better to simply teach students in the subject itself.
Perspectives
This is important to me because in the field of learning support, so many generic materials are developed through the use of corpus linguistics. From years of experience with being directly employed as a lecturer to support students within a range subjects I have come to realise that these materials are removed from the context that the students need.
Dr Kendall Richards
Edinburgh Napier University
The process of writing this paper was fascinating for me as it developed and was helped greatly by reviews from previous submissions that rejected the paper in, at times, highly passionate terms. These reviews greatly helped inform us of the direction and value of the paper.
Dr Nick Pilcher
Edinburgh Napier University
Read the Original
This page is a summary of: An individual subjectivist critique of the use of corpus linguistics to inform pedagogical materials, Dialogic Pedagogy A Journal for Studies of Dialogic Education, April 2016, University Library System, University of Pittsburgh,
DOI: 10.5195/dpj.2016.163.
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