This paper aims to contribute to both lexicogrammatical description and language pedagogy. It examines lexicogrammatical patterns of BE interested in L1 and L2 speech and writing, using the BNC, ICLE and LINDSEI, as well as the relevant information in pedagogical materials (grammars and dictionaries) for intermediate and advanced learners. The methodology combines quantitative and qualitative analyses, and employs automated and manual techniques. The analysis involves multiple comparisons: pedagogical information is critically evaluated in light of L1 use, L2 use is compared to L1 use, as well as to the information in pedagogical materials, in order to establish any correlations between pedagogical input and learner use. The results reveal that, even when addressed at advanced learners, pedagogical materials provide incomplete information on the lexicogrammatical patterns of BE interested. L1 use shows distinct differences between speech and writing, which are not mirrored in L2 use. Overall, L2 use shows correlations with pedagogical information rather than L1 use. The results also support the inseparability of lexis and grammar.
|Journal||Language and Computers – Studies in Digital Linguistics|
|Publication status||Published - 19 Apr 2018|
- corpus linguistics
- learner language
- language teaching
- pedagogical materials