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Logo: Linguistischer Arbeitskreis Hannover
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Vorträge am 03.05.2013

Prof. Dr. Sylviane Granger (Belgien):
"New Insights into the Nature of Learner Language and Implications for more effective Language Teaching"

Although their objects of study largely overlap, second language acquisition studies and learner corpus research also present some major differences. In my introduction I will compare the two approaches and identify the features that uniquely distinguish learner corpus research from previous studies of learner language. I will describe some of the new insights provided by the careful analysis of learner corpora, focusing primarily on the use of the passive for grammar and of phraseological units (in particular, collocations and lexical bundles) for lexis. Based on an analysis of the two phenomena in some recent pedagogical grammars and textbooks, I will suggest changes that could be implemented to bring teaching tools closer to learners’ corpus-attested needs.

Alexa Mathias, M.A. (Hannover):
"Kritische Untersuchung des ideologisch geprägten Sprachgebrauchs am Beispiel von Liedtexten des RechtsRock" 

Spätestens seit der sogenannten „Schulhof-CD" muss davon ausgegangen werden, dass Schüler durch die Musik und ihre Texte mit rechtsextrem Gedankengut in Berührung kommen. Statt diese Texte als deviant aus dem Unterricht auszublenden, empfiehlt sich, sich ihnen aus kritischer Perspektive zuzuwenden. Am Beispiel eines Forschungsprojekts zu diesem Thema wird gezeigt, wie mit korpuslinguistischen Methoden Zugang zu diesen Texten auf unterschiedlichen linguistischen Beschreibungsebenen gewonnen werden kann.

Anne Gans, M.A. & Caroline Gerckens, M.A. (Hannover):
"I didn't really *understood what it was about, but it really *made fun: The LONGDALE-GE (Hannover) Corpus and what we can learn from it"

We present the Hannover branch of the LONGDALE project and its first findings from the first year of data collection. Additionally, we use our corpus to focus on two areas: tense and aspect usage and phraseology of high-frequency verbs such as make and come in the written performance of our students. During the first year, students received explicit instruction on tense/aspect but not on high-frequency verbs. We investigate whether the students’ output exhibits a significant difference in the error frequency in these two areas and what the pedagogical implications can be for language instructors.