TY - CHAP
T1 - On corpus-based contrastive linguistics and language pedagogy
T2 - Reimagining applications for contemporary English language teaching
AU - Curry, Niall
PY - 2022/8/12
Y1 - 2022/8/12
N2 - Contrastive linguistics and language pedagogy have a complex past. While early work in contrastive analysis was specifically conducted to support the development of research-informed language pedagogies, it was to be replaced by the fields of error analysis and interlanguage studies, given its shortcomings in effectively predicting language errors. In the years that followed, the role of contrastive analysis in language pedagogy became peripheral. However, given that the current face of ELT has transformed greatly from the ELT of the 1950s and 1960s, there is value in reconsidering the role of corpus-based contrastive linguistics in contemporary language teaching. This chapter does so by proposing a theoretical model that draws synergies between core constructs in corpus-based contrastive linguistics (the Multilingual, the Multicultural, and the Specialised) and key challenges in contemporary ELT (plurilinguistic competencies; Global citizenship in ELT; and specialised discourses and language for specific purposes - LSP - in ELT) with a view to reimagining the relevance of corpus-based contrastive linguistics to ELT. Overall, the chapter proposes a dialectical approach, underpinned by corpus linguistic approaches, which makes clear the affordances of contrastive analysis for supporting learners’ plurilinguistic competencies, for developing interculturally and globally situated learners, and for facilitating the teaching of specialised discourses in the English language classroom.
AB - Contrastive linguistics and language pedagogy have a complex past. While early work in contrastive analysis was specifically conducted to support the development of research-informed language pedagogies, it was to be replaced by the fields of error analysis and interlanguage studies, given its shortcomings in effectively predicting language errors. In the years that followed, the role of contrastive analysis in language pedagogy became peripheral. However, given that the current face of ELT has transformed greatly from the ELT of the 1950s and 1960s, there is value in reconsidering the role of corpus-based contrastive linguistics in contemporary language teaching. This chapter does so by proposing a theoretical model that draws synergies between core constructs in corpus-based contrastive linguistics (the Multilingual, the Multicultural, and the Specialised) and key challenges in contemporary ELT (plurilinguistic competencies; Global citizenship in ELT; and specialised discourses and language for specific purposes - LSP - in ELT) with a view to reimagining the relevance of corpus-based contrastive linguistics to ELT. Overall, the chapter proposes a dialectical approach, underpinned by corpus linguistic approaches, which makes clear the affordances of contrastive analysis for supporting learners’ plurilinguistic competencies, for developing interculturally and globally situated learners, and for facilitating the teaching of specialised discourses in the English language classroom.
KW - Contrastive analysis
KW - ELT
KW - CEFR
KW - Multilingualism
UR - https://link.springer.com/book/10.1007/978-981-19-2152-0#toc
U2 - 10.1007/978-981-19-2152-0_14
DO - 10.1007/978-981-19-2152-0_14
M3 - Chapter
SN - 978-981-19-2151-3
SP - 239
EP - 256
BT - English Language Teaching in the European Union
A2 - McCallum, Lee
PB - Springer
CY - Singapore
ER -