Cutting, Joan

Murphy, Brona

English

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     Edinburgh Research Explorer                                      Academic Language Corpora and Education (ALCE)Citation for published version:Cutting, J & Murphy, B 2010, 'Academic Language Corpora and Education (ALCE)', Language Teaching:Surveys and Studies, vol. 43, no. 2, pp. 228-230. https://doi.org/10.1017/S0261444809990371Digital Object Identifier (DOI):10.1017/S0261444809990371Link:Link to publication record in Edinburgh Research ExplorerDocument Version:Publisher's PDF, also known as Version of recordPublished In:Language Teaching: Surveys and StudiesPublisher Rights Statement:© Cutting, J., & Murphy, B. (2010). Academic Language Corpora and Education (ALCE). Language Teaching,43(2), 228-230. 10.1017/S0261444809990371General rightsCopyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s)and / or other copyright owners and it is a condition of accessing these publications that users recognise andabide by the legal requirements associated with these rights.Take down policyThe University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorercontent complies with UK legislation. If you believe that the public display of this file breaches copyright pleasecontact openaccess@ed.ac.uk providing details, and we will remove access to the work immediately andinvestigate your claim.Download date: 10. Jan. 2026Language Teachinghttp://journals.cambridge.org/LTAAdditional services for Language Teaching:Email alerts: Click hereSubscriptions: Click hereCommercial reprints: Click hereTerms of use : Click hereBAAL/CUP seminars 2009Joan Cutting and Bróna MurphyLanguage Teaching / Volume 43 / Issue 02 / April 2010, pp 228 - 230DOI: 10.1017/S0261444809990371, Published online: 03 March 2010Link to this article: http://journals.cambridge.org/abstract_S0261444809990371How to cite this article:Joan Cutting and Bróna Murphy (2010). BAAL/CUP seminars 2009. Language Teaching, 43, pp228-230 doi:10.1017/S0261444809990371Request Permissions : Click hereDownloaded from http://journals.cambridge.org/LTA, IP address: 129.215.19.187 on 27 Feb 2014http://journals.cambridge.org Downloaded: 27 Feb 2014 IP address: 129.215.19.187Research in ProgressBAAL/CUP seminars 2009Lang. Teach. (2010), 43:2, 228–230 c© Cambridge University Press 2010doi:10.1017/S0261444809990371Academic Language Corpora and Education (ALCE)The Moray House School of Education, The University of Edinburgh, UK; 7–8 May 2009The seminar, organised by Joan Cutting and Bróna Murphy, aimed• to bring together researchers involved in both emergent and established academiccorpora (written and spoken) as well as linguists, lecturers and teachers researching ineducation, be it language teaching, language-teacher training or continuing professionaldevelopment in language awareness, all of whom may be new to corpora and itsapplications;• to explore the possibilities of working together with researchers in speech recognition andsynthesis, and other specialists in technological innovation;• to provide an opportunity to disseminate the latest developments in academic languagecorpora.The seminar strengthened links between institutions and created networks for researchers toexplore ways that corpora can help to study general classroom practice and be used as partof language classroom teaching. It attracted 30 participants from universities in the CzechRepublic, the Republic of Ireland, Italy, Japan, Switzerland and the UK; there were twoplenary papers and 14 individual papers.Mike McCarthy’s (University of Nottingham) plenary, entitled ‘Turn, turn, turn again’,looked at the distribution of turn-openers in native English speaker and non-native Englishspeaker data, comparing casual conversation with academic seminar, small-group talk andexamination data.Hilary Nesi’s (Coventry University) plenary explained that The British Academic WrittenEnglish Corpus (BAWE) designers created a finite list of 13 genre families, within whichthe genres shared an educational purpose and key components, across levels, domains anddisciplines.Kirsten Ackermann (Pearson plc) introduced the Pearson International Corpus ofAcademic English (PICAE), which contains 77% written and 23% spoken text, coveringAmerican, Australian, British, Canadian and New Zealand English. Courses based on PICAEcould give students a tool for directed- and self-learning, and enable comparisons betweentheir own writing and features of registers and genres.Joan Cutting and Bróna Murphy (The University of Edinburgh) spoke about the newEdinburgh Academic Spoken English Corpus (EDASE), which aims to consist of academichttp://journals.cambridge.org Downloaded: 27 Feb 2014 IP address: 129.215.19.187B A A L / C U P S E M I N A R S 2 0 0 9 229workshops and supervision tutorials, lectures, conferences and symposia, meetings and casualconversations. EDASE could guide continuing professional development of lecturers in goodpractices.Jane Evison (University of Nottingham) explored the ways in which the podcasters in theTESOL Talk from Nottingham Corpus (TTFN) create, maintain and develop their ownidentities, and that of the podcasts.Liam Murray, Elaine Riordan and Fiona Farr (University of Limerick) analysedspoken data from student teachers’ discussions, and written data from student essays,blogs and online discussions, and found evidence of reflection using lexical andgrammatical stance markers, level of contribution, task performance, and affectiveengagement.Stergiani Kostopoulou (Trinity College Dublin) talked about the elaboration of curriculumand materials informed by the analysis of a corpus of the most commonly used textbooksfor English, Geography, History, Home Economics, Mathematics, Chemistry, Biology andPhysics in Irish schools, using WordSmith Tools.Pei-Chun Liu (Lancaster University) examined ways that the rhetorical actions indissertation literature reviews can be defined, based on a corpus of 30 Master’s dissertations inthree academic disciplines. This study should help teachers of English for academic purposes(EAP) prepare their students to write academic genres and also teachers in the subject areasto be aware of their students’ difficulties.Tony Lynch (The University of Edinburgh) said that, as an EAP teacher, he compiled acorpus of native and non-native recordings in speaking tasks that parallel those done by thelearners in their EAP classroom. The corpus was very useful as a device for encouraginglearners’ noticing.Markéta Malá (Charles University in Prague) told us about participial adverbials in thespoken academic monologue, such as ‘what do you END UP GETTING?’, ‘you END UP GETTINGcells that frequently metastasize’ that perform expressions of stance, organise discourse andhave a referential function.David Oakey (University of Birmingham) suggested a distinction between isolexicalcomparisons, in which subcorpora containing a similar number of tokens arecompared, and isotextual comparisons, in which subcorpora containing a similarnumber of texts are compared. He showed that isotextual comparisons reveal morethan the isolexical about the discourse functions of lexical bundles in researcharticles.Aisling O’Boyle (Queen’s University Belfast) discussed her corpus of audio recordings ofsmall-group teaching contexts from a university setting taken from a range of subject areas,which was used in an initial teacher-education programme to raise awareness about languagevariation and language use in context, in a continuing professional development programmein the subject area of TESOL.Anne O’Keeffe (Mary Immaculate College in Limerick) and Steve Walsh (NewcastleUniversity) evaluated approaches to studying corpora of classroom interaction: conversationanalysis, interaction analysis, discourse analysis, critical discourse analysis and corpuslinguistics. They assessed the various approaches and looked at the ways in whichunderstandings can differ according to which approach is adopted.http://journals.cambridge.org Downloaded: 27 Feb 2014 IP address: 129.215.19.1872 3 0 R E S E A R C H I N P R O G R E S STomoko Watanabe (The University of Edinburgh) dealt with a quantitative analysis ofEnglish vague language forms used by Japanese learners of English in a speaking test, andstudied the frequency of each form at various speaking proficiency levels.Joan Cutting & Bróna MurphyThe Moray House School of EducationThe University of Edinburgh, UKjoan.cutting@ed.ac.ukbrona.murphy@ed.ac.ukLang. Teach. (2010), 43:2, 230–232 c© Cambridge University Press 2010doi:10.1017/S0261444809990383Connecting Discourses: Academic and Professional WorldsCentre for Applied Linguistics, University of Warwick, UK; 15–16 May 2009The overall co-ordinators of this seminar were Steve Mann and Sue Wharton. C. K. Jung wasweb co-ordinator, and the supporting committee was made up of Tilly Harrison, DuncanHunter, Stefanie Stadler, Fei Chuang and Tim Kelly. Approximately 27 people attended,from institutions in Austria, Hong Kong, New Zealand and the UK.The objectives of the seminar were to engage in cross-disciplinary discussion on thefollowing issues:• written and spoken communication in professional contexts• professional identity in communication events• studies of professional genres via work-based learning• the integration of professional genres into academic contexts• the role of universities in professional communication training• the teaching of transferable discourse skills in universities• what discourse analytic tools are useful for studying communication events in differentdisciplines and professional settings• accounts of successful collaboration between academic and professional institutions in thearea of professional communication.In the field of Applied Linguistics there has been renewed international interest inprofessional communication and in the analysis of texts produced in institutional contexts.Many professionally orientated programmes at both undergraduate and postgraduate levelsare designed to prepare students for professional practice (e.g. business, engineering, medicineand teaching). This seminar asked questions about the relationship between the discourseproduced and used in professional settings and discourses produced in university settings.The recently established Professional and Academic Discourse (PAD) Research Group atUniversity of Warwick is particularly interested in understanding the situated nature of written

Academic Language Corpora and Education (ALCE)

     Edinburgh Research Explorer                                      Academic Language Corpora and Education (ALCE)Citation for published version:Cutting, J & Murphy, B 2010, 'Academic Language Corpora and Education (ALCE)' Language Teaching, vol43, no. 2, pp. 228-230., 10.1017/S0261444809990371Digital Object Identifier (DOI):10.1017/S0261444809990371Link:Link to publication record in Edinburgh Research ExplorerDocument Version:Publisher final version (usually the publisher pdf)Published In:Language TeachingPublisher Rights Statement:© Cutting, J., & Murphy, B. (2010). Academic Language Corpora and Education (ALCE). Language Teaching,43(2), 228-230. 10.1017/S0261444809990371General rightsCopyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s)and / or other copyright owners and it is a condition of accessing these publications that users recognise andabide by the legal requirements associated with these rights.Take down policyThe University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorercontent complies with UK legislation. If you believe that the public display of this file breaches copyright pleasecontact openaccess@ed.ac.uk providing details, and we will remove access to the work immediately andinvestigate your claim.Download date: 20. Feb. 2015Language Teachinghttp://journals.cambridge.org/LTAAdditional services for Language Teaching:Email alerts: Click hereSubscriptions: Click hereCommercial reprints: Click hereTerms of use : Click hereBAAL/CUP seminars 2009Joan Cutting and Bróna MurphyLanguage Teaching / Volume 43 / Issue 02 / April 2010, pp 228 - 230DOI: 10.1017/S0261444809990371, Published online: 03 March 2010Link to this article: http://journals.cambridge.org/abstract_S0261444809990371How to cite this article:Joan Cutting and Bróna Murphy (2010). BAAL/CUP seminars 2009. Language Teaching, 43, pp228-230 doi:10.1017/S0261444809990371Request Permissions : Click hereDownloaded from http://journals.cambridge.org/LTA, IP address: 129.215.19.187 on 27 Feb 2014http://journals.cambridge.org Downloaded: 27 Feb 2014 IP address: 129.215.19.187Research in ProgressBAAL/CUP seminars 2009Lang. Teach. (2010), 43:2, 228–230 c© Cambridge University Press 2010doi:10.1017/S0261444809990371Academic Language Corpora and Education (ALCE)The Moray House School of Education, The University of Edinburgh, UK; 7–8 May 2009The seminar, organised by Joan Cutting and Bro´na Murphy, aimed• to bring together researchers involved in both emergent and established academiccorpora (written and spoken) as well as linguists, lecturers and teachers researching ineducation, be it language teaching, language-teacher training or continuing professionaldevelopment in language awareness, all of whom may be new to corpora and itsapplications;• to explore the possibilities of working together with researchers in speech recognition andsynthesis, and other specialists in technological innovation;• to provide an opportunity to disseminate the latest developments in academic languagecorpora.The seminar strengthened links between institutions and created networks for researchers toexplore ways that corpora can help to study general classroom practice and be used as partof language classroom teaching. It attracted 30 participants from universities in the CzechRepublic, the Republic of Ireland, Italy, Japan, Switzerland and the UK; there were twoplenary papers and 14 individual papers.Mike McCarthy’s (University of Nottingham) plenary, entitled ‘Turn, turn, turn again’,looked at the distribution of turn-openers in native English speaker and non-native Englishspeaker data, comparing casual conversation with academic seminar, small-group talk andexamination data.Hilary Nesi’s (Coventry University) plenary explained that The British Academic WrittenEnglish Corpus (BAWE) designers created a finite list of 13 genre families, within whichthe genres shared an educational purpose and key components, across levels, domains anddisciplines.Kirsten Ackermann (Pearson plc) introduced the Pearson International Corpus ofAcademic English (PICAE), which contains 77% written and 23% spoken text, coveringAmerican, Australian, British, Canadian and New Zealand English. Courses based on PICAEcould give students a tool for directed- and self-learning, and enable comparisons betweentheir own writing and features of registers and genres.Joan Cutting and Bro´na Murphy (The University of Edinburgh) spoke about the newEdinburgh Academic Spoken English Corpus (EDASE), which aims to consist of academichttp://journals.cambridge.org Downloaded: 27 Feb 2014 IP address: 129.215.19.187B A A L / C U P S E M I N A R S 2 0 0 9 229workshops and supervision tutorials, lectures, conferences and symposia, meetings and casualconversations. EDASE could guide continuing professional development of lecturers in goodpractices.Jane Evison (University of Nottingham) explored the ways in which the podcasters in theTESOL Talk from Nottingham Corpus (TTFN) create, maintain and develop their ownidentities, and that of the podcasts.Liam Murray, Elaine Riordan and Fiona Farr (University of Limerick) analysedspoken data from student teachers’ discussions, and written data from student essays,blogs and online discussions, and found evidence of reflection using lexical andgrammatical stance markers, level of contribution, task performance, and affectiveengagement.Stergiani Kostopoulou (Trinity College Dublin) talked about the elaboration of curriculumand materials informed by the analysis of a corpus of the most commonly used textbooksfor English, Geography, History, Home Economics, Mathematics, Chemistry, Biology andPhysics in Irish schools, using WordSmith Tools.Pei-Chun Liu (Lancaster University) examined ways that the rhetorical actions indissertation literature reviews can be defined, based on a corpus of 30 Master’s dissertations inthree academic disciplines. This study should help teachers of English for academic purposes(EAP) prepare their students to write academic genres and also teachers in the subject areasto be aware of their students’ difficulties.Tony Lynch (The University of Edinburgh) said that, as an EAP teacher, he compiled acorpus of native and non-native recordings in speaking tasks that parallel those done by thelearners in their EAP classroom. The corpus was very useful as a device for encouraginglearners’ noticing.Marke´ta Mala´ (Charles University in Prague) told us about participial adverbials in thespoken academic monologue, such as ‘what do you END UP GETTING?’, ‘you END UP GETTINGcells that frequently metastasize’ that perform expressions of stance, organise discourse andhave a referential function.David Oakey (University of Birmingham) suggested a distinction between isolexicalcomparisons, in which subcorpora containing a similar number of tokens arecompared, and isotextual comparisons, in which subcorpora containing a similarnumber of texts are compared. He showed that isotextual comparisons reveal morethan the isolexical about the discourse functions of lexical bundles in researcharticles.Aisling O’Boyle (Queen’s University Belfast) discussed her corpus of audio recordings ofsmall-group teaching contexts from a university setting taken from a range of subject areas,which was used in an initial teacher-education programme to raise awareness about languagevariation and language use in context, in a continuing professional development programmein the subject area of TESOL.Anne O’Keeffe (Mary Immaculate College in Limerick) and Steve Walsh (NewcastleUniversity) evaluated approaches to studying corpora of classroom interaction: conversationanalysis, interaction analysis, discourse analysis, critical discourse analysis and corpuslinguistics. They assessed the various approaches and looked at the ways in whichunderstandings can differ according to which approach is adopted.http://journals.cambridge.org Downloaded: 27 Feb 2014 IP address: 129.215.19.1872 3 0 R E S E A R C H I N P R O G R E S STomoko Watanabe (The University of Edinburgh) dealt with a quantitative analysis ofEnglish vague language forms used by Japanese learners of English in a speaking test, andstudied the frequency of each form at various speaking proficiency levels.Joan Cutting & Bro´na MurphyThe Moray House School of EducationThe University of Edinburgh, UKjoan.cutting@ed.ac.ukbrona.murphy@ed.ac.ukLang. Teach. (2010), 43:2, 230–232 c© Cambridge University Press 2010doi:10.1017/S0261444809990383Connecting Discourses: Academic and Professional WorldsCentre for Applied Linguistics, University of Warwick, UK; 15–16 May 2009The overall co-ordinators of this seminar were Steve Mann and Sue Wharton. C. K. Jung wasweb co-ordinator, and the supporting committee was made up of Tilly Harrison, DuncanHunter, Stefanie Stadler, Fei Chuang and Tim Kelly. Approximately 27 people attended,from institutions in Austria, Hong Kong, New Zealand and the UK.The objectives of the seminar were to engage in cross-disciplinary discussion on thefollowing issues:• written and spoken communication in professional contexts• professional identity in communication events• studies of professional genres via work-based learning• the integration of professional genres into academic contexts• the role of universities in professional communication training• the teaching of transferable discourse skills in universities• what discourse analytic tools are useful for studying communication events in differentdisciplines and professional settings• accounts of successful collaboration between academic and professional institutions in thearea of professional communication.In the field of Applied Linguistics there has been renewed international interest inprofessional communication and in the analysis of texts produced in institutional contexts.Many professionally orientated programmes at both undergraduate and postgraduate levelsare designed to prepare students for professional practice (e.g. business, engineering, medicineand teaching). This seminar asked questions about the relationship between the discourseproduced and used in professional settings and discourses produced in university settings.The recently established Professional and Academic Discourse (PAD) Research Group atUniversity of Warwick is particularly interested in understanding the situated nature of written

Joan Cutting

Bróna Murphy

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BAAL/CUP seminars 2009

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Academic Language Corpora and Education (ALCE)

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