Can a graded reader corpus provide 'authentic' input?

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Subtitles and Audiovisual Media

Abstract

In addition to their intended purpose, graded reader texts can be made into a corpus appropriate for use with lower-level learners. Here I consider using such a corpus for data-driven learning (DDL), to make this approach more accessible to intermediate level students. However, how far does grading the corpus in this way compromise the authenticity of the language learners are exposed to? The simplified nature of such corpora may limit learners' exposure to lexical chunks, which are fundamental to the acquisition of natural and fluent language. This paper compares lexical chunks in graded corpora and the British National Corpus, examining frequency, type, and composition, to evaluate the ‘authenticity’ of graded input. Despite some differences, it is argued that the scale and type of lexical chunks are sufficient to provide input that reflects authentic language, suggesting that graded readers may offer an acceptable balance of accessibility and authenticity.

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References

2009Common European Framework of Reference for Languages: learning, teaching, assessment 2007From Corpus to Classroom: Language Use and Language Teaching 1997Is there any measurable learning from hands-on concordancing?2001Enriching reality: language corpora in language pedagogy 2004Authenticating corpora for language learning: a problem and its resolution

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2020Toward the Establishment of a Data‐Driven Learning Model: Role of Learner Factors in Corpus‐Based Second Language Vocabulary Learning 2015Applying data-driven learning to the web 2010What features of spoken and written corpora can be exploited in creating language teaching materials and syllabuses?2016Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles 2016Analysing Texts through their Linguistic Properties: A Cross-disciplinary Study

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