[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-164351-105":53,"doc-detail-164351-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","frankenberg-garcia-corpus-examples-for-comprehension-and-production","Frankenberg-Garcia Corpus Examples for Comprehension and Production","","Corpus-based examples in learners’ dictionaries have become a prominent feature, yet empirical research has not provided conclusive evidence about their real value. The study tests whether separate corpus example types better support language comprehension versus language production among secondary school students. Findings indicate distinct needs for comprehension and production and support data-driven learning, especially when learners can access more than one example type.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/frankenberg-garcia-corpus-examples-for-comprehension-and-production/164351/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/frankenberg-garcia-corpus-examples-for-comprehension-and-production/164351.png","ImageObject",442,249,{"name":88,"@type":89},"Terk","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-20","2026-08-31",true,{"@type":98,"interactionType":99,"userInteractionCount":73},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Why do corpus-based examples in learners’ dictionaries remain controversial?","Question",{"text":108,"@type":109},"Empirical studies have generally produced limited or inconclusive evidence about the actual benefits of corpus-based dictionary examples.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What problem does the study address regarding corpus examples?",{"text":113,"@type":109},"It argues that prior work did not distinguish sufficiently between examples designed to aid comprehension and those meant to enhance production.",{"name":115,"@type":106,"acceptedAnswer":116},"How do the results inform data-driven learning?",{"text":117,"@type":109},"The results support using different example types for comprehension and production and provide evidence for data-driven learning, particularly when learners have access to more than one example.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},164351,1788151830,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":73,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":42,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":125,"read_time":8},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The use of corpus examples for language comprehension and production\nAna Frankenberg-Garcia\nCentre for Translation Studies, University of Surrey\n\u0013 HYPERLINK \"mailto:ana.frankenberg@gmail.com\" \u0014a.frankenberg-garcia@surrey.ac.uk\u0015\nAbstract\nOne of the many new features of English language learners’ dictionaries derived from the technological developments that have taken place over recent decades is the presence of corpus-based examples to illustrate the use of words in context. However, empirical studies have generally not been able to disclose conclusive evidence about their actual worth. In Frankenberg-Garcia (2012a), I argued that these studies – and indeed learners’ dictionaries themselves – do not distinguish sufficiently between examples meant to aid language comprehension and examples that focus on enhancing language production. The present study reports on an experiment with secondary school students carried out to test the usefulness of separate corpus examples for comprehension and production. The results support the need for different types of examples for comprehension and production, and provide evidence in support of data-driven learning, particularly if learners have access to more than one example.\nKeywords: corpora, corpus examples, data-driven learning, dictionaries\n1. Introduction\nOne of the main contributions of technology towards the remarkable developments of pedagogical lexicography over recent decades is the emergence of learners’ dictionaries supported by example sentences or phrases that have been copied or adapted from corpora. However, a series of empirical studies to assess the effects of corpus-based examples in dictionaries has presented limited or inconclusive evidence about their benefits. Using as subjects an unspecified number of students attending a post-First-Certificate (upper-intermediate) level class at the Bell School in Cambridge, Summers (1988) compared the effects of definitions only, examples only and definitions plus examples on language comprehension and production. She found that the differences between the three experimental conditions were not statistically significant. Laufer (1993) carried out an analogous experiment with a group of 43 Israeli undergraduates. In the comprehension test, the effects of the definitions plus examples were slightly better than those of just definitions, which in turn were better than those of just examples. In the production test, the combination of examples plus definitions produced the best results, but the differences between presenting learners with just examples or just definitions were not significant. Nesi (1996) asked 40 learners of English in Britain to produce sentences with 18 difficult words with the help of the Longman Dictionary of Contemporary English (LDOCE) (Summers 1996) after the examples of nine of the entries had been removed. Going against her expectations, she was not able to find evidence that examples had helped.\nIn Frankenberg-Garcia (2012a), I argued that one of the reasons why these early studies on the value of examples presented inconclusive evidence could be that they did not distinguish sufficiently between language comprehension and language production. The idea that receptive tasks need to be clearly distinct from productive tasks is not new (for example, see Van Patten 1994). In the language production tests conducted by Summers (1988), Laufer (1993) and Nesi (1996), however, the subjects were required to write sentences with words that they had to look up for comprehension first. Apart from the fact that it is not natural for writers to employ words that they are not familiar with, the comprehension factor may have constituted an important intervening variable in the production tests.\nAnother problem is that, as Humblé (2001) points out, dictionaries that make use of corpus examples do not seem to make a satisfactory distinction between examples intended to aid comprehension and examples meant to benefit production.","cbCaigGbL8kTuyrl","https://ap.wps.com/l/cbCaigGbL8kTuyrl","docx",85282,"English","# Abstract\n# Introduction\n## Corpus-based learner dictionaries and limited evidence\n## Distinguishing comprehension vs production tasks\n## Encoding vs decoding examples in dictionary entries","[{\"question\":\"Why do corpus-based examples in learners’ dictionaries remain controversial?\",\"answer\":\"Empirical studies have generally produced limited or inconclusive evidence about the actual benefits of corpus-based dictionary examples.\"},{\"question\":\"What problem does the study address regarding corpus examples?\",\"answer\":\"It argues that prior work did not distinguish sufficiently between examples designed to aid comprehension and those meant to enhance production.\"},{\"question\":\"How do the results inform data-driven learning?\",\"answer\":\"The results support using different example types for comprehension and production and provide evidence for data-driven learning, particularly when learners have access to more than one example.\"}]","Frankenberg-Garcia Corpus Examples for Comprehension and Production | DOCX"]