Spoken language analysis as an aid to reflective practice in language teacher education: using a specialised corpus to establish a generic fingerprint

In recent years, corpus exploitation has been finding its way into the language classroom in many different applications and formats (for examples, see contributions in Sinclair 2004, O’Keeffe, McCarthy, and Carter 2007, Chambers and Thompson Forthcoming). For practical reasons associated with availability and cost, much corpus-based instruction has engaged the use of written language corpora, which are now relatively easy to acquire.