Abstract
In this chapter we investigate and argue for the role of corpus linguistics in informing curriculum content and pedagogical practice in the teaching of Auslan (Australian Sign Language) as a second language (L2). Using the annotated Auslan corpus, we show how it is possible to identify phonological and lexical variants; the frequency, distribution, and collocations of particular lexical items; and the patterns of colligation and collocation in larger constructions, such as the clause. These patterns are sometimes extremely difficult to identify in any way except through corpus analysis, so we need to recognize that native or nearnative users cannot depend on their intuition alone in order to provide this kind of information (Biber, Johansson, Leech, Conrad, & Finegan, 1999; Johnston, 2010). Teachers of Auslan as a L2 can take advantage of these research data in terms of both content and pedagogical practice.
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© 2014 Donovan Cresdee and Trevor Johnston
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Cresdee, D., Johnston, T. (2014). Using Corpus-Based Research to Inform the Teaching of Auslan (Australian Sign Language) as a Second Language. In: McKee, D., Rosen, R.S., McKee, R. (eds) Teaching and Learning Signed Languages. Palgrave Macmillan, London. https://doi.org/10.1057/9781137312495_5
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DOI: https://doi.org/10.1057/9781137312495_5
Publisher Name: Palgrave Macmillan, London
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