The SACODEYL search tool – exploiting corpora for language learning purposes

New Trends in Corpora and Language Learning

Volumn , Issue , 2011, Pages 167-178

  Widmann, Johannes ^a   Kohn, Kurt ^a   Ziai, Ramon ^b  

^a UNIVERSITY OF TÜBINGEN   (Germany)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

LANGUAGE LEARNING; SEARCH TOOLS;

EID: 84966726677     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (9)

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2. Council of Europe (2001), Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
3. Frankenberg-Garcia, A. (2010), ‘Raising teachers’ awareness of corporation’, Language Teaching, doi: 10.1017/S0261444810000480, published online by Cambridge University Press.
4. Kohn, K., Glombitza, A., and Helbig, G. (2008), ‘Perceived Potential of ICT in European Schools – A Survey Report’, in EcoMedia Europe Comenius Network – ICT in European Schools, ePortfolios and Open Content, pp. 17–42. [Online]. http://www. ael.uni-tuebingen.de/downloads/index.html (accessed May 25, 2008).
5. Mukherjee, J. (2004), ‘Bridging the gap between applied corpus linguistics and the reality of English language teaching in Germany’, in U. Connor and T. Upton (eds), Applied Corpus Linguistics: A Multidimensional Perspective. Amsterdam and New York: Rodopi, pp. 239–250.
6. Rüschoff, B. (1999), ‘Construction of knowledge as the basis of foreign language learning’, in B. Missßler and U. Multhaup (eds), The Construction of Knowledge, Learner Autonomy and Related Issues. Tübingen: Stauffenberg, pp. 79–88.
7. Santos, D. and Frankenberg-Garcia, A. (2007)‚ ‘The corpus, its users and their needs: a user-oriented evaluation of COMPARA’, International Journal of Corpus Linguistics, 12, (3), 335–374.
8. Ward, M. (2002), ‘Reusable XML technologies and the development of language learning materials’, ReCALL 14, (2), 285–294.
9. Widdowson, H. (2003), Defi ning Issues in English Language Teaching. Oxford: Oxford University Press.