DOBRODOŠAO ISKORAK ILI SPOJ (NE)SPOJIVOG: JEZIČKI KORPUSI KAO DIO NASTAVE LEKSIKOLOGIJE ENGLESKOG JEZIKA
A WELCOME BREAKTHROUGH OR A CONNECTOR OF THE (IN)COMPATIBLE: LANGUAGE CORPORA AS A SEGMENT IN ENGLISH LEXICOLOGY CLASSES

Summary/Abstract: The necessity of studying the use of language corpora in foreign language teaching at the university level as a possible connector with contemporary scientific and research trends is intensified by the very need to bring the universities in the Republic of Srpska and Bosnia and Herzegovina closer to the regional and European scientific and research networks as well as to profile them within the aforementioned academic space. Efforts to set the corpus linguistic theoretical and practical posits as the basis of contemporary interdisciplinary linguistic research in the ducational ractices are aimed at emphasising the need to redesign some of the courses in the foreign language departments where students and teachers have expressed a desire and an interest in learning about this approach to the applied linguistic practice. The paper presents the results of a project aimed at familiarising students with the corpus studies and fundamentals of corpus linguistics, as well as with working independently on the selected corpora with the goal to achieve learning outcomes that could not have been previously included in teaching in the first cycle of academic studies. The paper primarily focuses on the challenges and experience gained through the introduction of the corpus studies within the English lexicology classes. Challenges faced by the teacher during the presentation of the corpus linguistic analysis, students’ disinterestedness for the linguistic theoretical and practical research, the lack of literature and practical tools, as well as the limited time and content action framework, have been overcome nevertheless, which is evident from the students’ positive feedback. The most valuable result is the actual raising awareness of students as far as the importance of their role as active participants in the realisation of teaching process outcomes is concerned - the process which is expected to possess not only an educational function but also to create a practitioner who will be able to respond to the challenges of the contemporary job market.

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