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| Acknowledgements | |
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| Preface | |
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| Introduction | |
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| Introduction: the basics | |
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| What is a corpus and how can we use it? | |
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| Which corpus, what for and what size? | |
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| How to make a basic corpus | |
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| Basic corpus linguistic techniques | |
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| Lexico-grammatical profiles | |
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| How have corpora been used? | |
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| How have corpora influenced language teaching? | |
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| Issues and debates in the use of corpora in language teaching | |
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| Establishing basic and advanced levels in vocabulary learning | |
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| Introduction | |
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| Frequency and native-speaker vocabulary size | |
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| The most frequent words and the core vocabulary | |
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| The broad categories of a basic vocabulary | |
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| Chunks at the basic level | |
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| The basic level: conclusion | |
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| The advanced level | |
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| Targets | |
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| The vocabulary curve | |
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| The 6,000 to 10,000 word band | |
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| Meanings and connotations | |
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| Breadth and depth | |
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| Lessons from the analysis of chunks | |
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| Introduction | |
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| The single word | |
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| Collocation | |
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| Strings of words in corpora | |
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| Phraseology and idiomaticity | |
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| Looking at corpus data | |
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| Interpreting the data: chunks and single words | |
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| Chunks and units of interaction | |
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| Conclusions and implications | |
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| Idioms in everyday use and in language teaching | |
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| Introduction | |
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| Finding and classifying idioms | |
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| Frequency | |
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| Meaning | |
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| Functions of idioms | |
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| Idioms in specialised contexts | |
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| Idioms in teaching and learning | |
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| Grammar and lexis and patterns | |
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| Introduction | |
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| The example of border | |
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| Grammar rules and patterns: deterministic and probabilistic | |
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| The get-passive: an extended case study | |
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| Previous studies of the get-passive | |
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| Get-passives and related forms | |
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| Core get-passive constructions in the CANCODE sub-corpus | |
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| Discussion | |
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| Grammar as structure and grammar as probabilities: the example of ellipsis | |
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| Conclusions and implications | |
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| Grammar, discourse and pragmatics | |
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| Introduction | |
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| Non-restrictive which-clauses | |
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| Previous studies of which-clauses | |
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| Concordance analysis of which-clauses | |
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| If-clauses | |
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| Wh-cleft clauses | |
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| Bringing the insights together | |
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| Corpus grammar and pedagogy | |
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| Listenership and response | |
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| Introduction | |
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| Forms of listenership | |
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| Response tokens across varieties of English | |
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| Functions of response tokens | |
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| Conclusions and implications | |
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| Relational language | |
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| Introduction | |
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| Conversational routines | |
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| Small talk | |
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| Discourse markers | |
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| Hedging | |
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| Vagueness and approximation | |
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| Conclusions and implications | |
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| Language and creativity: creating relationships | |
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| Introduction | |
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| Spoken language and creativity | |
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| Corpora and creativity | |
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| Creative speakers | |
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| Applications to pedagogy | |
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| Corpus to pedagogy: creating relationships | |
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| SUEs and creativity | |
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| Quantitative and qualitative | |
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| Conclusions | |
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| Specialising: academic and business corpora | |
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| Introduction | |
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| Written academic English | |
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| Written academic English: examples of frequency | |
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| Spoken academic corpora | |
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| Spoken academic English, conversation and spoken business English | |
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| The CANBEC business corpus | |
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| Chunks | |
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| Problem and its institutional construction in CANBEC | |
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| Summary | |
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| Pedagogical implications | |
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| Exploring teacher corpora | |
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| Introduction | |
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| Classroom discourse | |
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| Frameworks for the analysis of classroom language | |
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| Applying the frameworks to a corpus of classroom data | |
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| Looking at questioning in the classroom | |
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| Teacher corpora in professional development | |
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| Conclusions and considerations | |
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| Coda | |
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| References | |
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| Appendix 1 | |
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| Appendix 2 | |
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| Appendix 3 | |
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| Author index | |
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| Subject index | |
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| Publisher's acknowledgements | |