Abstract
This article is concerned with the application of recent developments in the computerized exploitation of corpora, through software developed for microcomputers and wordprocessors, to classroom language teaching and elementary error analysis. In particular, it seeks to outline the uses of Microconcord (Tim Johns) for analyzing written texts produced by non-native speakers, and to suggest that the management of assembled corpora of the latter texts may be one way out of the blind alley down which some aspects of CALL seem to have led. It concludes by citing some evidence from a small and specialized corpus, and by suggesting that concordancing of errors from both multi and monolingual sources may provide a new way of analyzing errors and of helping language teachers to help students.
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