Corpus Pragmatics
| dc.authorid | 0000-0003-4103-682X | |
| dc.contributor.author | Mısır, Hülya | |
| dc.date.accessioned | 2022-02-11T08:38:12Z | |
| dc.date.available | 2022-02-11T08:38:12Z | |
| dc.date.issued | 2020 | en_US |
| dc.department | Kapadokya Üniversitesi, Beşeri Bilimler Fakültesi, İngilizce Mütercim ve Tercümanlık Bölümü | |
| dc.description.abstract | This chapter explains the conceptual and methodological synergy of corpus and pragmatics. Addressing the dynamism of context, I have shown the principles of form-to-function and function-to-form approach to corpus pragmatics. Employing a form-to-function approach to a particular pragmatic phenomenon, pragmatic markers, this chapter operationalizes several corpus linguistics methods that facilitate the understanding of pragmatic meanings and multifunctionality. I suggest that the interplay among the CP concepts, CL methodologies, and dynamic theory of context, which is under development in the area of Applied Linguistics, should be a part of classroom discourse. In alignment with the second language acquisition theories, corpora provide opportunities to engage in authentic language that creates learning potentials and facilitates noticing via discovery-based approaches to language learning (see Flowerdew, 2015). The case study of stance markers is an illustrative example of how teachers and learners can develop a suited corpus-based strategy to cultivate pragmatic phenomena using spoken learner corpora. The TLC is only one example of spoken corpora whose data are collected from a homogenous context of spoken examination. Other written, spoken, or multimodal corpora can be utilized for learners to be involved closely in real data using web-based corpora or corpus software. Learner groups can also build their own corpora (Do-It-Yourself corpora) based on their needs compiling language performances (role plays, media data, academic writing etc.) and investigate such aspects of pragmatics as speech acts, politeness, conversational expressions, humor, and rhetoric, or more particular topics such as authorship and stance in spoken and written registers. Alternative to the existing corpora, learners can be encouraged to create an auto-corpus to track their language development in such aspects. Consequently, taking into account classroom needs, teachers are recommended to critically consider the potentials and limitations of L1/L2 corpora use for L2 pragmatics teaching before starting with any corpora or corpus tool. | |
| dc.identifier.citation | Mısır, Hülya. (2021). Corpus Pragmatics. In Ş. S. Çimen & B. B. Gezgin (Eds.). Pragmatics and Language Teaching (pp. 160-180). Pegem Akademi. ?DOI: 10.14527/9786257582582. | |
| dc.identifier.endpage | 180 | en_US |
| dc.identifier.isbn | 978-625-7582-58-2 | |
| dc.identifier.startpage | 160 | en_US |
| dc.identifier.uri | https://doi.org/10.14527/9786257582582 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12695/1445 | |
| dc.identifier.volume | 1 | en_US |
| dc.institutionauthor | Mısır, Hülya | |
| dc.language.iso | en | |
| dc.publisher | Pegem Akademi | |
| dc.relation.ispartof | PRAGMATICS AND LANGUAGE TEACHING | |
| dc.relation.publicationcategory | Kitap Bölümü - Ulusal | |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.subject | Pragmatics | |
| dc.subject | Corpora | |
| dc.subject | Corpus Pragmatics | |
| dc.subject | Context | |
| dc.subject | Pragmatic Markers | |
| dc.subject | Stance Markers | |
| dc.title | Corpus Pragmatics | |
| dc.type | Book Chapter |
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