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  • Cited by 6
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    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Charles, Maggie 2015. Multiple Affordances of Language Corpora for Data-driven Learning.


    Flowerdew, Lynne 2015. Multiple Affordances of Language Corpora for Data-driven Learning.


    Charles, Maggie 2014. Getting the corpus habit: EAP students’ long-term use of personal corpora. English for Specific Purposes, Vol. 35, p. 30.


    Cotos, Elena 2014. Enhancing writing pedagogy with learner corpus data. ReCALL, Vol. 26, Issue. 02, p. 202.


    Lim, Lily 2014. Engaging student interpreters in vocabulary building: Web search with computer workbench. ReCALL, Vol. 26, Issue. 03, p. 355.


    John O’Donoghue, and 정채관, 2013. Corpus Pedagogy: Analyzing Corpus Use in the Classroom and EFL Business Student Attitudes towards Corpora. English Language Teaching, Vol. 25, Issue. 3, p. 51.


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Exploiting a corpus of business letters from a phraseological, functional perspective*

  • Lynne Flowerdew (a1)
  • DOI: http://dx.doi.org/10.1017/S0958344012000043
  • Published online: 27 April 2012
Abstract
Abstract

This paper illustrates how a freely available online corpus has been exploited in a module on teaching business letters covering the following four speech acts (functions) commonly found in business letters: invitations, requests, complaints and refusals. It is proposed that different strategies are required for teaching potentially non-face-threatening (invitations, requests) and face-threatening (complaints, refusals) speech acts.

The hands-on pedagogic activities follow the ‘guided inductive approach’ advocated by Johansson (2009) and draw on practices and strategies covered in the literature on using corpora in language learning and teaching, viz. the need for ‘pedagogic mediation’, and the ‘noticing’ hypothesis from second language acquisition studies.

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