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Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level

Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level

Giovanna Carloni
Copyright: © 2015 |Pages: 26
ISBN13: 9781466685192|ISBN10: 1466685190|EISBN13: 9781466685208
DOI: 10.4018/978-1-4666-8519-2.ch009
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MLA

Carloni, Giovanna. "Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level." Handbook of Research on Individual Differences in Computer-Assisted Language Learning, edited by Mehrak Rahimi, IGI Global, 2015, pp. 197-222. https://doi.org/10.4018/978-1-4666-8519-2.ch009

APA

Carloni, G. (2015). Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level. In M. Rahimi (Ed.), Handbook of Research on Individual Differences in Computer-Assisted Language Learning (pp. 197-222). IGI Global. https://doi.org/10.4018/978-1-4666-8519-2.ch009

Chicago

Carloni, Giovanna. "Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level." In Handbook of Research on Individual Differences in Computer-Assisted Language Learning, edited by Mehrak Rahimi, 197-222. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8519-2.ch009

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Abstract

This chapter shows how learner-centered corpus-designed activities can be effectively implemented while catering to learners' cognitive styles. Examples of corpus-designed activities implemented through a foreign language in higher education are provided and the role of cognitive styles in task performance is analyzed. The use of keyword lists and lexical bundles to design corpus-designed activities is investigated. As a result, foreign language acquisition and the personalization process are discussed within an applied corpus linguistics framework.

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