Corpus-Assisted Creative Writing: Introducing Intermediate Italian Learners to a Corpus as a Reference Resource

dc.creator	Claire Kennedy
dc.creator	Tiziana Miceli
dc.date	2010-02-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:27Z
dc.date.available	2015-08-12T11:19:27Z
dc.identifier	1094-3501
dc.identifier	https://doaj.org/article/97f51b7d1481495f90edc7fbbc3f548b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27608
dc.description	In much of the literature on the exploitation of corpora for language learning, the learners are viewed as researchers, who formulate and test their own hypotheses about language use. Having identified difficulties encountered in corpus investigations by our intermediate-level students of Italian in a previous study, we have designed a semester-long apprenticeship in corpus use which does not demand of them the high level of language proficiency, attention to detail in observation, and logical rigour that we consider necessary for rewarding work in the learner-as-researcher role. Instead, we introduce a corpus initially as an aid to the imagination in writing, and then to achieving accuracy through specific grammatical problem solving. We see this as the groundwork for subsequent development of the students’ research skills with corpus data. This paper describes the approach we have adopted to the corpus apprenticeship and reports on an evaluation of its effectiveness through case studies of three students and their use of a corpus and bilingual dictionary as reference resources when writing. Drawing on insights from the case studies, we outline a working definition of corpus-consultation literacy for our learning context and identify some refinements to be made to our apprenticeship.
dc.language	English
dc.publisher	University of Hawaii
dc.relation	http://llt.msu.edu/vol14num1/kennedymiceli.pdf
dc.relation	https://doaj.org/toc/1094-3501
dc.source	Language Learning and Technology, Vol 14, Iss 1, Pp 28-44 (2010)
dc.subject	Syntax/Grammar
dc.subject	Writing
dc.subject	Corpus
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.title	Corpus-Assisted Creative Writing: Introducing Intermediate Italian Learners to a Corpus as a Reference Resource
dc.type	article