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1、4-braun-307-32816/7/0711:47Page1ReCALL19(3):307-328©2007CambridgeUniversityPress307doi:10.1017/S0958344007000535PrintedintheUnitedKingdomIntegratingcorpusworkintosecondaryeducation:Fromdata-drivenlearningtoneeds-drivencorporaSABINEBRAUNCentreforTranslationStudies,D
2、epartmentofLanguagesandTranslationStudies,UniversityofSurrey,GuildfordGU27XH,UK(email:S.Braun@surrey.ac.uk)AbstractThispaperreportsonanempiricalcasestudyconductedtoinvestigatetheoverallconditionsandchallengesofintegratingcorpusmaterialsandcorpus-basedlearningactivi
3、tiesintoEnglish-languageclassesatasecondaryschoolinGermany.Startingfromtheobservationthatinspiteofthelargeamountofresearchintocorpus-basedlanguagelearning,hands-onworkwithcorporahasremainedanexceptioninsecondaryschools,thepaperstartsbyoutliningasetofpedagogicalrequ
4、irementsforcorpusintegrationandtheapproachwhichhasformedthebasisfordesigningthecasestudy.Thenthefindingsofthestudyarereportedanddiscussed.Asaresultofthemethodologicalchallengesidentifiedinthestudy,theauthorarguesforamovefrom'data-drivenlearning'toneeds-drivencorpor
5、a,corpusactivitiesandcorpusmethodologies.Keywords:corpus-basedlanguagelearning,corpusintegration,pedagogicallyrelevantcorpora1IntroductionSinceTimJohns’(1986,1991)pioneeringsuggestionsfortheuseofcorporainlanguagelearning,thepotentialofcorporaforlanguagepedagogyhasb
6、eenwidelyacknowledged,andresearchintothisfieldhasbeenbroadeningsteadily(seeBraun,Kohn&Mukherjee,2006forarecentcollectionofresearchpapers).Empiricalwork,however,hasbeenlargelyconfinedtotertiaryeducation(seeChambers,2007,forarecentoverview).Inarareempiricalstudyfocus
7、singonsecondaryeducation,Rohrbach(2003)usedasmallEnglishcorpusoftouristbrochurestomakehisGermanstudentsawareofcharacteristicdiscoursemovesandtoletthemstudythemeansofexpressiontypicallyassociatedwiththesemoves.Apartfromthis,anumberofsuggestionsforcorpus-basedworkins
8、choolhasbeenmade(e.g.Braun&Chambers,2006;Mukherjee,2002,2004;4-braun-307-32816/7/0711:47Page2308S.BraunSiepmann,2006;Wüsthoff&Rüschoff,2000andthe
