a cura di Roberta Bulla, Patrizia Nitti, Giorgio Pastore, Francesco Princivalle, Michele Stoppa con la collaborazione di Marina Carpineti, Lanfranco Conte, Stefano Covelli, Nicola Ludwig, Sabina Passamonti, Maurizio Romano, Michela Zanetti
QuaderniCIRD n. 23 (2021) Rivista del Centro Interdipartimentale per la Ricerca Didattica dell'Università di Trieste Journal of the Interdepartmental Center for Educational Research of the University of Trieste
Direttore responsabile: Michele Stoppa
Condirettore: Luciana Zuccheri
Comitato editoriale: Silvia Battistella Furio Finocchiaro Helena Lozano Miralles Tiziana Piras Monica Randaccio Paolo Sorzio Verena Zudini
Revisione sunti in Inglese: Monica Randaccio
Revisione sunti in Spagnolo: Helena Lozano Miralles
Revisione sunti in Croato: Ljiljana Avirovic
Numero a cura di: Michele Stoppa Tiziana Piras Helena Lozano Miralles Luciana Zuccheri
Browsing QuaderniCIRD 23 (2021) by Author "Montico, Claudia"
How can corpus linguistics be used for pedagogical purposes? How can it contribute to the study and appreciation of specific literary aspects? The aim of this paper is to show how students can become researchers, and use authentic language data to discover tendencies and thematic trends through inductive procedures: in other words, how awareness/consciousness can be triggered in a practical way, without being overtly deductive. To start with, some activities that were carried out in the language classroom are described: these include the introduction of crucial corpus methods such as keyness, collocations and concordances, followed by their application to a specific case-study, the novel Pride and Prejudice by Jane Austen. These activities proved very useful to raise the students’ awareness regarding the use of particular language patterns by the English author. After that, the steps of a specific ‘methodological journey’ carried out by a student in her BA dissertation are presented: here, Austen’s novel has been compared to the rest of her literary production first, and to a reference corpus composed by a sample of English literature (the Imaginative Writing Section of the British National Corpus) later. Overall, the activities described show that corpus methods can prove successful both for testing previously-formed assumptions about specific aspects of literature, and for improving language skills more generally.