Using concordance lines to teach participial adjectives

Sutherland, S. 2023. Forthcoming. Using concordance lines to teach participial adjectives. in: Viana, V. (ed.) Teaching English with corpora: A resource book London Routledge. pp. 33-35

Chapter titleUsing concordance lines to teach participial adjectives
AuthorsSutherland, S.
EditorsViana, V.
Abstract

English language learners sometimes cannot distinguish between participial adjective pairs like boring and bored or exciting and excited. The meaning and spelling of the -ing and -ed forms are similar, which likely leads to the common confusion between the two, but their usage differs. This lesson plan suggests ways that a teacher can use corpora to promote student noticing of the different usages, leading to correct use. By asking students to determine which nouns and pronouns appear more often with which form, the teacher can show them that typically the -ing form describes a cause and the -ed form describes an effect.

KeywordsTESOL
corpora
corpus
concordance
Book titleTeaching English with corpora: A resource book
Page range33-35
Year2023
PublisherRoutledge
Publication dates
Published26 Oct 2022
Published in print2023
Place of publicationLondon
ISBN9781032252971
9781032253008
9781032252995
Digital Object Identifier (DOI)https://doi.org/10.4324/b22833-4

Related outputs

Being Negative to be Popular: Style in Online Comments at the Mail Online
Sutherland, S. 2020. Being Negative to be Popular: Style in Online Comments at the Mail Online. International Journal on Studies in English Language and Literature (IJSELL). 8 (5), pp. 67-77. https://doi.org/10.20431/2347-3134.0805009

Resistance Through Discourse in Right-wing Online Commentary
Sutherland, S. 2017. Resistance Through Discourse in Right-wing Online Commentary. I-LanD Journal – Identity, Language and Diversity. 2, pp. 146-161. https://doi.org/10.26379/1075

English as the international language of campaigning
Sutherland, S. 2017. English as the international language of campaigning. in: Erling, E.J. (ed.) English across the Fracture Lines: the Contribution and Relevance of English to Security, Safety and Stability in the World London British Council. pp. 93-99

A Beginner's Guide to Discourse Analysis
Sutherland, S. 2016. A Beginner's Guide to Discourse Analysis. London Palgrave Macmillan.

Team teaching: four barriers to native English speaking assistant teachers' ability to model native English in Japanese classrooms
Sutherland, S. 2014. Team teaching: four barriers to native English speaking assistant teachers' ability to model native English in Japanese classrooms. Asian EFL Journal: Quarterly Journal. 16 (2), pp. 156-180.

Native and non-native English teachers in the classroom: a re-examination
Sutherland, S. 2012. Native and non-native English teachers in the classroom: a re-examination. Arab World English Journal. 3 (4), pp. 58-71.

'Real English' in Japan: team teachers' views on nativeness in language teaching
Sutherland, S. 2012. 'Real English' in Japan: team teachers' views on nativeness in language teaching. Journal of English Studies. 10, pp. 175-191.

World Englishes on the Internet: some considerations for teaching
Sutherland, S. 2011. World Englishes on the Internet: some considerations for teaching. Sino-US English Teaching. 8 (5), pp. 322-326.

Team teaching English in Japan: an English as a lingua franca analysis
Sutherland, S. 2011. Team teaching English in Japan: an English as a lingua franca analysis. Lambert Academic Publishing.

Permalink - https://westminsterresearch.westminster.ac.uk/item/w0279/using-concordance-lines-to-teach-participial-adjectives


Restricted files

File

Under embargo until 26 Apr 2024

Share this

Usage statistics

8 total views
0 total downloads
These values cover views and downloads from WestminsterResearch and are for the period from September 2nd 2018, when this repository was created.