Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Developing corpus-
based activities to improve students’
reading skills
Mamura OBLAYEVA
University of Exact and Social Sciences
ARTICLE INFO
ABSTRACT
Article history:
Received May 2024
Received in revised form
15 June 2024
Accepted 25 June 2024
Available online
15 July 2024
This article provides a comprehensive overview of the
benefits and applications of corpus reading in language
education, drawing on insights from various researchers in the
field. The author discusses how corpus-based activities promote
authentic language use, vocabulary development, and critical
thinking skills in students. In addition, this passage highlights
the importance of selecting appropriate language samples and
providing guidance and support to students during corpus-
based activities. In addition, the author emphasizes the role of
teachers in promoting collaborative learning and encouraging
student autonomy in corpus-based reading.
2181-
3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss4-pp13-23
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
corpus research,
language education,
corpus-based reading
activities,
authentic language samples,
vocabulary expansion,
grammatical structures,
language functions,
lexical bundles,
grammatical features,
language proficiency,
student engagement,
text analysis.
O
‘
quvchilarning o
‘
qish ko
‘
nimalarini o
‘
stirish uchun
korpusga asoslangan mteriallarini rivojlantirish
ANNOTATSIYA
Kalit so‘zlar
:
korpus tadqiqoti,
til taʼlimi,
korpus asosida oʻqish
faoliyati,
haqiqiy til namunalari,
soʻz boyligini kengaytirish,
Ushbu maqolada til ta’limida korpus asosidagi o‘qish
faoliyatining afzalliklari va qo‘llanilishi to‘g‘risida keng ko‘lamli
ma’lumotlar berilgan, bu sohadagi turli tadqiqotchilarning
fikrlariga tayangan holda. Muallif korpus asosidagi faoliyatlar
talabalar o‘rtasida haqiqiy tildan foydalanish, so‘z boyligini
kengaytirish va tanqidiy fikrlash qobiliyatlarini rivojlantirishga
1
Master's student, University of Exact and Social Sciences.
2
Scientific supervisor: Doctor of Philological Sciences, Professor, University of Exact and Social Sciences.
E-mail: xolishcham@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
14
grammatik tuzilmalar,
til funktsiyalari,
leksik toʻplamlar,
grammatik xususiyatlar,
tilni bilish,
talabalarning faolligi,
matn tahlili.
qanday yordam berishini muhokama qiladi. Bundan tashqari,
parcha tegishli til namunalarini tanlash va korpusga asoslangan
faoliyat davomida talabalarga yo‘l
-
yo‘riq va yordam
berish
muhimligini
ta’kidlaydi.
Bundan
tashqari,
muallif o‘qituvchilarning birgalikdagi o‘rganish tajribasini
osonlashtirish va korpusga asoslangan o‘qish faoliyatida
o‘quvchilarning mustaqilligini ta'minlashdagi rolini ta’kidlaydi.
Разработка
корпусной
деятельности
для
совершенствования навыков чтения студентов
АННОТАЦИЯ
Ключевые слова:
корпусное исследование,
языковое образование,
корпусное чтение,
аутентичные образцы
языка,
расширение словарного
запаса,
грамматические
структуры,
языковые функции,
лексические связки,
грамматические
особенности,
владение языком,
вовлеченность учащихся,
анализ текста.
В этой статье представлен всесторонний обзор
преимуществ и применения корпусного чтения в языковом
образовании, опираясь на идеи различных исследователей
в этой области. Автор обсуждает, как занятия на основе
корпуса способствуют аутентичному использованию
языка, расширению словарного запаса и развитию навыков
критического мышления у учащихся. Кроме того, в этом
отрывке подчеркивается важность выбора подходящих
языковых образцов и предоставления рекомендаций и
поддержки учащимся во время занятий на основе корпуса.
Кроме того, автор подчеркивает роль учителей в
содействии
совместному
обучению
и
поощрении
самостоятельности учащихся при чтении на основе
корпуса.
INTRODUCTION
The integration of corpus-based materials into reading classes represents a pivotal
advancement in language education, offering a dynamic approach to enhancing students'
reading skills. Before delving into the development of corpus-based reading materials, it
is imperative to outline the myriad advantages of leveraging corpus-based activities in
language learning. Corpus-based reading activities harness authentic language samples
extracted from extensive collections of written and spoken texts, known as corpora. This
approach provides students with exposure to real-world language use, rooted in
naturally occurring texts from diverse contexts such as casual conversations, formal
meetings, letters, assignments, and literary works. By immersing students in authentic
language contexts, corpus-based activities cultivate a deeper understanding of how
language is employed across various situations, thereby enhancing their reading
comprehension skills. In order to refine corpus-based materials for reading classes,
educators can draw on insights from corpus research conducted by esteemed scholars in
the field. By leveraging methodologies and findings from scholars such as Douglas Biber,
Randi Reppen, Dilin Liu, Lei Lei, and Geoffrey Leech, educators can develop materials and
activities grounded in empirical evidence and tailored to meet students' language
development needs
To improve corpus-based materials in reading classes, the author suggests
leveraging insights from corpus research to inform the development of learning materials
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
15
and activities. Drawing on the work of scholars such as Douglas Biber, Randi Reppen,
Dilin Liu, Lei Lei, and Geoffrey Leech, the author discusses how corpus analysis can
enhance the understanding of vocabulary, grammar, and register variation in language
use. By incorporating data-driven insights into material design, educators can create
engaging and relevant learning experiences that cater to students' language development
needs. Ultimately, the integration of corpus-based methodologies into language
education holds the potential to empower students to navigate real-life language usage
with confidence and competence.
Corpus-based reading activities are designed to help students improve their
reading skills by using authentic language samples from a large collection of written and
spoken texts, known as a corpus. Before discussing the development of corpus-based
reading materials, it would be appropriate to outline some of the advantages of using it.
One of the key benefits of using corpus-based reading activities is that they provide
students with exposure to real-world language use. Naturally occurring texts is language
that is from actual language situations, such as friends chatting, meetings, letters, class
assigments, and books, rather than from surveys, questionnaires, or just made-up
language. This can help students develop a better understanding of how language is
actually used in different contexts, which can in turn enhance their reading
comprehension skills. We can see that the additional materials provided for independent
study in the manuals "Guess what" and "Prepare", which are used as textbooks in the
school education of the Republic of Uzbekistan today, are taken from natural texts, and
this, in turn, is a foreign language, clearly shows that the need for teachers to use a new
corpus-based approach to language teaching is an urgent issue. Randi Reppen, Tony
McEnery, Byrd, McDonough, Shaw, and others have pointed out that this problem is
widely studied worldwide, and in order to apply this method in practice, language
teachers themselves need to know what corpus is and its advantages, and how to use it,
we can know from the conclusions of scientists in the process of their research.
Additionally, corpus-based reading activities can help students expand their
vocabulary and improve their ability to understand and interpret different text types.
Using concordance lines, teachers and researchers can also explore co-occurrence
patterns. Certain lexical patterns and some basic grammatical patterns can be discovered
through concordance. By analyzing language samples from a corpus, students can learn
new words and phrases, as well as gain insight into the grammatical structures and
conventions commonly used in written and spoken texts. Corpus-based reading activities
involve the use of large collections of text, known as corpora, to analyze language
patterns and structures. These activities are effective in improving students' language
skills by exposing them to authentic language use. In addition to language proficiency,
corpus-based reading activities can also play a significant role in fostering critical
thinking skills among students.
One advantage of corpus-based reading activities is that they provide students
with access to a wide range of texts from different genres, styles, and registers.
By working with authentic language samples, students are exposed to a variety of
arguments, opinions, and perspectives on different topics. This exposure can help
students develop the ability to critically evaluate and analyze the information
presented in texts. By examining how different arguments are structured and
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
16
supported within the text, students can learn to identify underlying assumptions,
biases, and logical fallacies.
Research has shown that engaging with diverse language samples can enhance
students' ability to think critically and make informed judgments. For example, a study
by Flowerdew and Miller (2005) found that students who participated in corpus-based
reading activities demonstrated higher levels of critical thinking compared to those who
did not. The researchers suggested that exposure to a wide range of language samples
enabled students to recognize patterns of argumentation and develop a more nuanced
understanding of complex issues.
Furthermore, corpus-based reading activities can help students become more
discerning readers by encouraging them to question and challenge the information
presented in texts. By analyzing the language use in different texts, students can better
understand the underlying rhetorical strategies employed by authors to persuade or
manipulate readers. This heightened awareness can empower students to approach texts
with a critical mindset, actively questioning the validity and reliability of the information
presented. In order to develop effective corpus-based reading activities for students, it is
important to select appropriate language samples that are at an accessible level of
difficulty. These samples should be engaging and relevant to the students' interests and
backgrounds, and should provide opportunities for students to practice a variety of
reading skills, such as skimming, scanning, and inferencing.
It is important to provide students with guidance and support as they engage with
corpus-based reading activities. Teachers can help students navigate through the language
samples, identify key vocabulary and grammatical structures, and facilitate discussions and
activities that promote deeper understanding and analysis of the texts. According to Hu and
Nation (2000), teachers play a crucial role in guiding students through corpus-based reading
activities by helping them select appropriate texts and providing scaffolding to aid
comprehension. Additionally, Lee (2001) emphasizes the importance of promoting learner
autonomy during corpus-based activities, as students need to develop the skills to effectively
navigate and analyze language samples on their own.
Furthermore, research by Johns (1997) suggests that collaboration and interaction
among students during corpus-based reading activities can enhance language learning
outcomes. Teachers can facilitate this by organizing group discussions, pair work, and
other collaborative activities that allow students to explore and analyze language
samples together. Incorporating these strategies and insights from researchers can help
teachers create a supportive and engaging environment for students as they engage with
corpus-based reading activities, ultimately leading to improved language proficiency and
analytical skills.
IMPROVING CORPUS-BASED MATERIALS IN READING CLASSES
To develop materials and activities grounded in corpus research, educators benefit
from a comprehensive understanding of the methodology and applications of corpus
linguistics within language education. Corpus research entails the systematic analysis of
extensive collections of texts, known as corpora, to discern patterns, frequencies, and
nuances in language usage. Scholars such as Douglas Biber, Randi Reppen, Dilin Liu, Lei
Lei, and Geoffrey Leech have significantly contributed to this field, enriching our
understanding of language through corpus-based investigations.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
17
By scrutinizing corpus data, teachers can identify prevalent vocabulary and
phrases that characterize natural communication. This process enables the creation of
learning materials that authentically reflect real-world language usage. For instance,
studies by Reppen (2010) have explored the distribution and usage patterns of lexical
bundles in various discourse contexts, providing valuable insights for designing materials
that incorporate these linguistic units into language learning activities.
Furthermore, corpus research facilitates the identification of common grammar
structures and functions in language use. Biber's seminal work on grammatical features
in different registers (1988) and subsequent studies by Lei and Liu (2019) have
demonstrated how corpus analysis can reveal the usage patterns of grammatical
constructions across genres and contexts. Armed with this knowledge, educators can
develop activities targeting specific grammar points, allowing students to practice and
apply their understanding in authentic contexts.
Moreover, corpus research sheds light on variations in language use across diverse
contexts and registers. By examining corpus data, teachers gain insights into the
linguistic features that distinguish formal and informal discourse, academic and
conversational language, or written and spoken communication. Leech's research on
register variation (1983) and Biber and Conrad's exploration of register-specific
linguistic features (2009) exemplify how corpus analysis can inform the design of
materials and activities that expose students to a range of language styles. Incorporating
corpus research into language education enriches materials and activities by providing
students with a nuanced understanding of real-life language usage. By leveraging data-
driven insights, educators can create engaging and relevant learning experiences that
foster students' language development and proficiency. Through the application of
corpus-based methodologies and the insights gleaned from scholars in the field, teachers
can empower students to navigate the complexities of language with confidence and
competence.
STEPS OF USING CORPUS TO ANALYZE TEXTS
We will consider several stages of text analysis in the corpus. If you are not already
registered, you will need to register first. Below is the
account window
, if you pay, the
number of daily usage
limits
will increase.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
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2
№
4 (2024) / ISSN 2181-3701
18
This
icon
is needed to analyze the text, and it must be clicked to start.
You can enter any text in the form at the left samples from fiction, magazine,
newspaper and academic
–
next to it MY TEXT for example, a paper that you've written,
or a newspaper article that you've copied from another website. After inputting the text,
you can then see useful information about words and phrases in that text, based on data
from COCA.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
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2
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4 (2024) / ISSN 2181-3701
19
In order to ensure the use of real texts, in this window it is shown that any text
from NEWSPAPER is taken randomly. If the text topic is not preferred, other texts can be
selected in the same order. Or the foreign language teacher can put the fragments of
newspaper and magazine articles presented to the students into the MY TEXT section,
which will reduce the difficulty of using the corpus and make it easier for the students
and themselves. The next thing to do is to analyze it.
As you can see in the text analysis, the words are given in different colors
according to their usage in the language. The words in blue are the most preferred words
in the speech of language users, while the words in green are moderate and the words in
yellow are less frequently used than the other colors.
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
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2
№
4 (2024) / ISSN 2181-3701
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Simply select WORD to see a
separate tabular view
of these words for
convenience
Our next level is the most important tool for students to improve their reading
skills, their vocabulary, grammar and lexical skills, their ability to use words and learn
what they mean in different situations. For this, the reader selects one of the unknown
words in the text and another window appears. “Courage” is chosen to analyze.
In this, readers can see the pronunciation, transcription, synonym, topic, collation,
and related words of courage and get to know more words through one word, which is
proof of how quickly students' levels of language use can be improved through corpus-
based analysis and material.
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
21
That's not all, it's clear that we can scroll down the screen and come across a
treasure trove of more than just the information above, and through this information, the
corpus is a valuable tool that serves as a resource for educators.
Students and pedagogues can familiarize themselves with hundreds of types of
texts from the web, academic, scientific speeches, scientific works, artistic works, TV
shows, radio broadcasts, film and theater scenarios, where this word is present through
the windows provided above.
Corpus capabilities are being developed by experts year by year, as can be seen in
the recently introduced direct translation icon, namely the google translate icon.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
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2
№
4 (2024) / ISSN 2181-3701
22
This list could go on and on, but here are just a few for clarity.
If foreign language pedagogues use the corpus to improve their students' reading
skills, they can enjoy thousands of opportunities in addition to the opportunities
mentioned above, and they can conduct the teaching process in an unusual way and
increase the students' ability to work independently.
CONCLUSION
In conclusion, the utilization of corpus-based reading activities represents a
significant advancement in language education, offering students a multifaceted
approach to improving their reading skills. Through exposure to authentic language use,
opportunities to expand vocabulary, and practice in critical thinking, corpus-based
reading activities empower students to become proficient and confident readers. By
integrating these activities into classroom instruction, educators can effectively address
the diverse needs of students and foster a deeper understanding of language and literacy.
As my research paper demonstrates, corpus-based reading activities hold immense
potential for enhancing reading instruction and helping students become more skilled
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
23
and knowledgeable readers. Moving forward, continued exploration and integration of
corpus-based approaches into teaching practices will undoubtedly contribute to the
ongoing development of language education and the advancement of student learning
outcomes.
REFERENCES:
1.
Biber, D. (1988). Variation across speech and writing. Cambridge University
Press.
2.
Biber, D., & Conrad, S. (2009). Register, genre, and style. Cambridge University
Press.
3.
Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading
comprehension. Reading in a Foreign Language, 13(1), 403-43
4.
Johns, T. (1997). Contexts: The background, development, and trialling of a
concordance-based CALL program.
5.
Lee, D. Y. W. (2001). Genres, registers, text types, domains, and styles: Clarifying
the concepts and navigating a path through the BNC jungle. Language Learning &
Technology, 5(3), 37-72.
6.
Leech, G. (1983). Principles of pragmatics. Longman.
7.
Lei, L., & Liu, D. (2019). A corpus-based analysis of English syntactic complexity
in college-level writing. Journal of Second Language Writing, 44, 52-64.
8.
Leitner & I. Gather (Eds.), Corpora and Cross-Linguistic Research: Theory,
Method, and Case Studies (pp. 267-286). Rodopi.
9.
Reppen, R. (2010). Using corpora in the language classroom. Cambridge
University Press.
