Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Corpus Applications in ELT in Colombia: An Exploratory Survey
Uso de corpus para la enseñanza del inglés en Colombia: una encuesta exploratoria
DOI:
https://doi.org/10.15446/profile.v27n1.112653Keywords:
corpus linguistics, Colombia, direct corpus applications, indirect corpus applications, English language teaching (en)lingüística de corpus, Colombia, aplicaciones directas de corpus, aplicaciones indirectas de corpus, enseñanza del inglés (es)
This study examines the application of corpus linguistics in English language teaching (ELT) in Colombia, where its practical adoption remains limited compared to many developed countries. Data were gathered through a survey of English instructors at Colombian universities to assess their familiarity with corpus linguistics. Findings indicate significant challenges, including lack of formal training, low awareness of corpus-based methodologies, and insufficient resources for implementing corpus linguistics applications. The study highlights the potential for enhancing corpus linguistics research and application in Colombia, emphasizing the necessity for improved training and collaborative practices, which could foster greater participation in global corpus linguistics initiatives and enhance the overall effectiveness of ELT.
Este estudio examina la aplicación de la lingüística de corpus en la enseñanza del inglés en Colombia, donde su adopción práctica sigue siendo limitada en comparación con varios países desarrollados. Se recogieron datos mediante una encuesta a profesores de inglés en universidades colombianas para evaluar su familiaridad con la lingüística de corpus. Los resultados indican importantes retos, como la falta de entrenamiento formal, el poco conocimiento de metodologías basadas en corpus y la carencia de recursos para implementarlas. El estudio resalta el potencial para mejorar la investigación y la aplicación de la lingüística de corpus en Colombia, subrayando la necesidad de una formación adecuada y de prácticas colaborativas, lo cual podría aumentar la participación en iniciativas globales relacionadas con corpus y mejorar la eficacia de la enseñanza del inglés.
References
Al Zumor, A. Q. (2021). Stance in advanced academic writing by Saudi EFL postgraduates: A corpus-based study of critique writing. Journal of Languages and Language Teaching, 9(4), 371–384. https://doi.org/10.33394/jollt.v9i4.4288
Arellano, R. (2018). A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a second language in Chile. Actualidades Investigativas en Educación, 18(1). https://doi.org/10.15517/aie.v18i1.31807
Barth, D., & Schnell, S. (2021). Understanding corpus linguistics. Routledge. https://doi.org/10.4324/9780429269035
Biber, D., Conrad, S., & Reppen, R. (1998). Corpus linguistics: Investigating language structure and use. Cambridge University Press. https://doi.org/10.1017/CBO9780511804489
Boulton, A. (2011). Bringing corpora to the masses: Free and easy tools for interdisciplinary language studies. In N. Kübler (Ed.), Corpora, language, teaching, and resources: From theory to practice (pp. 69–96). Peter Lang.
Boulton, A. (2017). Data-driven learning and language pedagogy. In S. Thorne & S. May (Eds.), Language, education and technology: Encyclopedia of language and education (pp. 181–192). Springer. https://doi.org/10.1007/978-3-319-02237-6_15
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta‐analysis. Language Learning, 67(2), 348–393. https://doi.org/10.1111/lang.12224
Breyer, Y. (2009). Learning and teaching with corpora: Reflections by student teachers. Computer Assisted Language Learning, 22(2), 153–172. https://doi.org/10.1080/09588220902778328
Callies, M. (2019). Integrating corpus literacy into language teacher education: The case of learner corpora. In S. Götz & J. Mukherjee (Eds.), Learner corpora and language teaching (pp. 245–264). John Benjamins. https://doi.org/10.1075/scl.92.12cal
Collins, L., Brezina, V., Demjén, Z., Semino, E., & Woods, A. (2022). Corpus linguistics and clinical psychology: Investigating personification in first-person accounts of voice-hearing. International Journal of Corpus Linguistics, 28(1), 28–59. https://doi.org/10.1075/ijcl.21019.col
Crumly, C., Dietz, P., & d’Angelo, S. (2014). Pedagogies for student-centered learning: Online and on-ground. Augsburg Fortress. https://doi.org/10.2307/j.ctt9m0skc
Ebrahimi, A., & Faghih, E. (2017). Integrating corpus linguistics into online language teacher education programs. ReCALL, 29(1), 120–135. https://doi.org/10.1017/S0958344016000070
Education First. (2022). EF English Proficiency Index: A ranking of 111 countries and regions by English skills. https://bit.ly/3UoKtMr
Educational Testing Service. (2021). TOEFL iBT test and score data summary 2021. https://bit.ly/3ZQvpdT
Escobar, W. (2015). Language configurations in the spoken production of Colombian EFL university students. Colombian Applied Linguistics Journal, 17(1), 114–129. https://doi.org/10.14483/udistrital.jour.calj.2015.1.a08
Giannotti, J. (2015). Voices of experience: How teachers manage student-centered ESL classes. University of Michigan Press. https://doi.org/10.3998/mpub.7882670
Gilquin, G. (2021). Using corpora to foster L2 construction learning: A data‐driven learning experiment. International Journal of Applied Linguistics, 31(2), 229–247. https://doi.org/10.1111/ijal.12317
Hobbs, D. (2019, September 26). Functional language and why we should teach it to exam students. Cambridge ELT. https://shorturl.at/x3wTv
Landert, D., Dayter, D., Messerli, T. C., & Locher, M. A. (2023). Corpus pragmatics. Cambridge University Press. https://doi.org/10.1017/9781009091107
McEnery, T., & Xiao, R. (2010). Corpus-based contrastive studies of English and Chinese. Routledge. https://doi.org/10.4324/9780203847954
McEnery, T., Xiao, R., & Tono, Y. (2006). Corpus-based language studies: An advanced resource book. Taylor & Francis.
Ministerio de Educación Nacional. (n.d.). Programa Nacional de Bilingüismo. https://shorturl.at/T63NT
Mussetta, M., & Vartalitis, A. (2013). Corpus linguistics (CL) in the design of English for academic purposes (EAP) courses. Frontiers of Language and Teaching, 4, 45–53.
Nausa, R. (2020). Identity projection in the oral presentations of Colombian PhD students: Disciplinary differences. System, 94, 102351. https://doi.org/10.1016/j.system.2020.102351
O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511497650
Pardo Rodríguez, M. V. (2020). La construcción de un corpus computarizado de errores escritos con textos de estudiantes universitarios en Colombia. Lingüística y Literatura, 41(78), 35–54. https://doi.org/10.17533/udea.lyl.n78a02
Reppen, R. (2010). Using corpora in the language classroom. Cambridge University Press. DOI: https://doi.org/10.1017/9781139042789.003
Richards, J. C. (2012, July 4). The role of textbooks in a language program. http://www.professorjackrichards.com/articles/role-of-textbooks/
Rodríguez-Fuentes, R. A., & Swatek, A. M. (2022). Exploring the effect of corpus-informed and conventional homework materials on fostering EFL students’ grammatical construction learning. System, 104, 102676. https://doi.org/10.1016/j.system.2021.102676
Römer, U. (2011). Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 31, 205–225. https://doi.org/10.1017/S0267190511000055
Sardinha, T. B. (2011). Corpus linguistics in South America. In V. Viana, S. Zyngier, & G. Barnbrook (Eds.), Perspectives on corpus linguistics (pp. 29–46). John Benjamins. https://doi.org/10.1075/scl.48.03ber
Semino, E., & Short, M. (2004). Corpus stylistics: Speech, writing and thought presentation in a corpus of English writing (1st ed.). Routledge. https://doi.org/10.4324/9780203494073
Smart, J. (2012). Innovative approaches to ESL grammar instruction (Publication No. 3524406) [Doctoral dissertation, Northern Arizona University]. ProQuest Dissertations and Theses.
Smart, J. (2014). The role of guided induction in paper-based data-driven learning. ReCALL, 26(2), 184–201. https://doi.org/10.1017/S0958344014000081
Staples, S. (2015). The discourse of nurse-patient interactions: Contrasting the communicative styles of U.S. and international nurses. John Benjamins. https://doi.org/10.1075/scl.72
Taylor, B. P. (1983). Teaching ESL: Incorporating a communicative, student‐centered component. TESOL Quarterly, 17(1), 69–88. https://doi.org/10.2307/3586425
Trace, J. W., & Janssen, G. (2014). Corpus-informed test development: Making it about more than word frequency. Shiken: JALT Testing and Evaluation SIG Newsletter, 18(1), 3–9.
Viana, V. (2006). Modals in Brazilian advanced EFL learners’ compositions: A corpus-based investigation. Profile: Issues in Teachers’ Professional Development, 7(1), 77–86.
Zhang, J. (2022). The “Chinese dream” as a discursive symbol: A corpus-assisted discourse study on political discursive construction and global media representations of the “Chinese dream”. Chinese Semiotic Studies, 18(4), 605–631. https://doi.org/10.1515/css-2022-2082
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
Copyright (c) 2025 Rodrigo Rodríguez-Fuentes, Valentina Concu
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
