Concordance's benefits in Language Learning:
First, if the concordance is to be used for teaching purposes, it is quite possible that many of the concordance lines will contain language which is beyond the proficiency level of the learners (even though the teaching point the concordance
illustrates is at their level). Of course the teacher always has the option of editing the concordance on a word processor in order to simplify it, but if this is done then the authenticity of the concordance is reduced. Second, if single line concordances are used, not all concordance lines may provide enough context to make the meaning clear. Third, depending on the size of the corpus and the frequency of the item chosen for concordancing, the concordancer may provide too few or too many examples of the particular usage to be illustrated. Learners will quickly become frustrated if they
cannot find enough (or any) examples of items selected for concordancing; they will equally quickly become frustrated, on the other hand, if they are overwhelmed with too many examples. Finally, even where a manageable number of concordance lines are found, if a certain item has a variety of usages, then some usages might be better represented than others. None of these problems associated with concordance data is irremediable, but together they pose a significant challenge to the successful application of concordancing in the classroom.
illustrates is at their level). Of course the teacher always has the option of editing the concordance on a word processor in order to simplify it, but if this is done then the authenticity of the concordance is reduced. Second, if single line concordances are used, not all concordance lines may provide enough context to make the meaning clear. Third, depending on the size of the corpus and the frequency of the item chosen for concordancing, the concordancer may provide too few or too many examples of the particular usage to be illustrated. Learners will quickly become frustrated if they
cannot find enough (or any) examples of items selected for concordancing; they will equally quickly become frustrated, on the other hand, if they are overwhelmed with too many examples. Finally, even where a manageable number of concordance lines are found, if a certain item has a variety of usages, then some usages might be better represented than others. None of these problems associated with concordance data is irremediable, but together they pose a significant challenge to the successful application of concordancing in the classroom.
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