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Extractions: for WORD ROBERT de BEAUGRANDE Descriptive linguistics at the millennium: Corpus data as authentic language In the best sense of the word, descriptive linguistics must be practical, [ ] designed to handle instances of speech, spoken or written J.R. Firth 1. Theory and practice in the concept of description If we agree to use our terms quite broadly, we can define a language to be a general theory of human knowledge and experience, and discourse to be the set of practices for working out the theory (cf. Sapir 1921; Hartmann 1963; Halliday 1994). Language would be a theory or a whole network of criss-crossing theories for representing our world and ourselves and each other in the world, and for constructing alternative states of the world or alternative worlds. We understand each other insofar as our theories of our language are similar in principle and get more finely tuned during discourse (Beaugrande 1997a). The relations between theory and practice would logically constitute a dialectic , being an interactive cycle wherein two sides guide or control each other. When the dialectic is working smoothly, the practice is theory-driven, and the theory is practice-driven; the theory predicates and accounts for the practice; and the practice specifies and implements the theory. The real-life practices of discourse are strongly theory-driven in obliging the participants to theorise about what words mean, what people intend, what makes sense, and so on. Indeed, discourse is the most theoretical practice humans can perform, and also the most efficient and effective in using the least effort for the most goals. In return, language is the most practical theory humans can devise, offering the resources to shape and guide almost any of our practical activities.
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Extractions: The advent of large corpus data with user-friendly access marks a turning point in the evolution of descriptive linguistics. The lack of such access has fostered an imposing backlog of unresolved problems and portentous evasions throughout the history of modern linguistics, and fomented an endemic reluctance to coordinate theories of language with representative samples of discursive practice. In consequence, the concept of 'language' has undergone a steady process of resolute besieged. That principle can now be fundamentally reassessed. Having access to very large samples confronts us with principled questions about language data, concerning the ratios between quantity and quality, or breadth and depth of description, or uniformity and diversity, or regularities and accidents. I propose here that progress on such questions can be attained through dialectical resolution: the data that raise problems can provide vital support in solving those problems if we can sustain a firmly dialectical balance between theory and practice.
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Extractions: My limited preparations to be a teacher had never before involved actual students. So a large part of what I have learned from this project is what real students are capable of. They are creative, and funny and have a unique perspective on the world that I find refreshing and educational. Many of the intangible fears of teaching I had prior to this semester have been dispelled. I can do this, and my desire to do so has only strengthened. - Teaching Composition Intern
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