Chapter 1 Wharecrpora and why might they be useful for language learning classrooms
1.Introduction
2.What is a corpus
3.What kinds of corpora are there
4.What corpora mit e available for teachersand researchers to access
5.Why mighcrpus be useful for language teaching and what mit e some of the challenges
6.Summary
7.What could teachers do after reading this chapter
8.References
Chapter 2 Connecting corpora and single words
1.Introduction
2.Corpora and word frequency in English
3.Measuring the vocabulary load of a spoken text
4.Vocabulary load and written texts
5.Summary
6.What could teachers do after reading this chapter
7.References
Chapter 3 Connecting corpora an mt-word units
1. Introduction
2.What are multi-word units
3.Classifying multi-word units
4.Some examples of multi-word unit lists of general English
5.Regional variations in multi-word units
6.Using corpora to identify multi-word units in a text
7.The Phrasal Expressions List (PHRASE List)(Martinez & Schmitt, 2012)
8.Summary
9.What could teachers do after reading this chapter
10. References
Chapter 4 Connecting corpora and English for Academic Purposes
1. Introduction
2. What is English for Academic Purposes and why is it important
3. English for General Academic Purposes
4. Using corpora to examine vocabulary inthe sciences
5.Corpus-base mt-word unit lists for EAP
6. Idioms in academic texts
7. Summary
8.What could teachers do after reading this chapter
9. References
Chapter 5 Connecting corpora and English for
Specific Purposes
1. Introduction
2.What is spe about vocabulary in English for Specific Purposes
3.Frequency in vocabulary in ESP
4.How can corpora help in teaching andlearning technical or speed vocabulary in ESP
5.Multi-word units in ESP
6.Summary
7.What could teachers do after reading this chapter
8.References
Chapter 6 Taking corpora into classrooms
1.Introduction
2.The four strands (Nation, 2007) and planning using word lists
3.Using corpora in the classroom for strategy training
4.Using corpora in the classroom for testing
5.Using corpora for teaching
6.Summary
7.What could teachers do after reading this chapter
8.References
Chapter 7 Designing and evaluating corpus-based research for the classroom and carrying out your own study
1.Introduction
2.What methodological decisions and principles might need to be made when you consider designing or using a corpus
3.Evaluating a word lismdefrm a corpus
4.Evaluating corpus-based research
5.Carrying out your own corpus-based study
6.Summary
7.What could teachers do after reading this chapter
8.References
Chapter 8 Websites, corpora, tests and suggestions for further reading and conclusion
1.Introduction
2.Suggestions for useful websites and tools for carrying out corpus analysis
3.Some corpora that are available online
4.Some tests develope fo corpora for general English
5.Suggestions for further reading
6.Some suggestions for journals on corpus-based research and classroom teaching
7.Conclusion
8.What could teachers do after reading this chapter
9.References
Appendices
Answer keys
Glossary
1. 英语教师利用语料库进行课堂词汇教学的一站式指南。
2. 理论全面：不仅系统阐明语料库的概念，还具体说明语料库与单个单词、多词单位、学术英语和专业英语之间
的联系。
3. 注重实践：以具体案例和课堂活动说明如何利用语料库进行课堂教学。
4. 考虑研究需求：指导教师如何进行基于语料库的教学研究。
5. 附录丰富实用：附有相关、语料库名称和网址、基于语料库开发的测试以及拓展阅读书目。
6. 语言简明，浅显易懂。
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