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Learner Autonomy through the Use of a Concordancer

Mills, Jon (1994) Learner Autonomy through the Use of a Concordancer. In: Learner Autonomy through the Use of a Concordancer. . ERIC (KAR id:38215)

Language: English
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The pedagogic value of electronic text analysis and retrieval systems in the fields of literary studies and language teaching is becoming more and more common with the availability of good easy-to-use software and sources of machine readable text. Once students are familiar with this tool, they may use it as readily as a dictionary to find examples of usage from their chosen corpus of text. Students' use of a concordancer involves more than looking up facts, a single consultation has a tendency to raise other questions, requiring further concordances. This leads to a kind of conjectural learning. Electronic text analysis offers the student the opportunity to take control of his/her own learning by means of purposeful interaction with text. The higher level skills of inferencing, connecting, interpreting and evaluating are brought into play and informal acquisition is facilitated in addition to selective attention to linguistic or literary features.

Item Type: Conference or workshop item (Paper)
Additional information: Cited in Alagözlü, N., 2014. Learner Autonomy and Concordancers. Baskent University Journal of Education, 1(1), pp.64–71. Cited in Sun, Y. & Wang, L., 2010. Computer Assisted Language Learning Concordancers in the EFL Classroom : Cognitive Approaches and Collocation Difficulty Concordancers in the EFL Classroom : Cognitive. , (February 2014), pp.37–41.
Uncontrolled keywords: Corpus Linguistics, TEFL/ TESOL/ Systemic Functional Linguistics/ Sociocultural Theory/ Activity Theory/ Willingness to Communicate, ESP, EFL. CALL, Corpus Linguistics & Language Pedagogy
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Divisions > Division of Arts and Humanities > School of Culture and Languages
Depositing User: Francis Mills
Date Deposited: 11 Feb 2014 15:26 UTC
Last Modified: 16 Nov 2021 10:14 UTC
Resource URI: (The current URI for this page, for reference purposes)
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