Applying corpus-based findings to form-focused instruction: The case of reported speech

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Abstract
Arguing that the introduction of corpus linguistics in teaching materials and the language classroom should be informed by theories and principles of SLA, this paper presents a case study illustrating how corpus-based findings on reported speech can be integrated into a form-focused model of instruction. After overviewing previous work which compares ESL grammar textbooks descriptions and real language use, and promotes the use of corpus-based findings to inform L2 textbook descriptions, we outline the results of a survey of the presentation of reported speech in current popular textbooks. The survey findings are contrasted with the patterns of use found in two corpus-based cross-register studies of reported speech, showing how textbooks neglect important information on the use of this structure in real language. The frequency patterns of use that emerged in the corpus studies are then used to identify 10 principles that should inform the design of L2 materials and classroom instruction of reported speech. In the second part of the paper we illustrate how corpus-based findings can be fruitfully implemented in a form-focused model of instruction through the use of structure-based tasks and selected principles of focus-on-form.

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