 So I think a good starting point is to say, what is a corpus? Because some people know, and some people perhaps are less familiar. So a corpus is a large collection of written text or transcribed speech. It's stored electronically. It's analyzed and processed using software. And it's the basis for many, many things, many research questions. And we see certain things here like frequencies, collocations, collogations, grammatical tendencies, changes in speech over time. These were some of the research projects that I did because I did an MA in Applied Linguistics, and I just finished a few months ago. So a famous example is the British National Corpus, which again, it seems to be quite popular with people. It's kind of a snapshot of language from 1994. And it's been updated again recently now. These kind of corporates, they take many years of work. So it's 2014, it's only coming online now. So for example, the British National Corpus has 100 million words, 90% of it's written and 10% of it's spoken. So I think I'm an ELT teacher, and I think straight away we can start seeing features that are quite useful for us. Because if we look at a coursebook, a lot of the texts and the readings and even the listening, they're often taken from newspaper articles, radio shows. Academic language, I know that some people are calling academic English. So we can see things like reporting verbs, what's going on around those reporting verbs, what sciences the reporting verbs are used most frequently with and things like that. And then obviously in the spoken part, we can see things like interaction pattern, response tokens. I think the last book, the video interaction talk that we're talking a little bit about as well. So they're all useful things that can inform coursebooks that can form the way we teach too. And there's a big one at the moment that I found out recently called the I-Web. It's 1.4 billion words. It's very user-friendly. I just thought I'd put it up because it's got a nice PDF, if you're feeling a bit adventurous on the way home and you have your tablet, have a go. It's amazing what you can see straight away. Just as a teacher, you're going to start seeing connections and things that could be useful for you. So there's something for you to have a look at. I think the slides will be put over so people can access this later. So if we take the idea of what is a corpus and the structure of a corpus, we can apply it to a learner corpus, so a corpus of learner language. And the thing I'm going to be speaking about today is the English profile. I use this a lot in my dissertation, so I'll be speaking a little bit about that in a while. The learner corpus, the English profile, as you can see there, it was put together by Cambridge and it's 54 million words of learner language. It's from all the exams, the Cambridge exam. So if you've taught the Cambridge exam or you've done the Cambridge exam in the last 25 years, you're in this, okay? So you gave your consent. It's a lot of L1 backgrounds and the corpus is obviously A1, C2. And it's hosted on Sketch Engine. Now, the Sketch Engine is, you subscribe to it, but we can't actually access this because it's only for Cambridge because they spend a lot of money and a lot of time putting it together. So that's theirs. But I think this is important because Anno, P, Fangerli, Mark, they spoke about this at the IITF, and they spoke about that at EDLT plenary last year as well. They have kind of bridged from that research to us as teachers. So they've put together this framework for us that's very, very accessible for a teacher. So it's not this abstract corpus information. It's a framework that we can tune into. And I'll give an example of that in a moment. The objectives of the profile are to describe competencies. So what is the learner doing at each level? It's to supplement as well the European framework. So I don't know if people have studied this, but the framework kind of works back to work in the 1970s with the Council of Europe, kind of the Wilkins kind of notional syllabus and things of that kind of very theoretic. This moves from that kind of can-do statement to a more like, OK, statistically, this is what the learners are doing. And here's evidence, here's a lot of evidence of that. If you go to the English profile, there are two strands. And it's online and open access, as I said. You've got the English grammar profile and the English vocabulary profile. So I'm not actually sure who I am for time, but I think I can only speak about the grammar profile today, but the information on the vocabulary profile is on these slides. So if anyone wants to take it and use that as an inspiration to use it, I would hope that you can do that. So I use the grammar profile in my own research. I'll kind of talk to people too a little bit. I'm not going to do a live demo because it's kind of, it could be a bit fidgety, but I think if you go into the English grammar profile, you've got your super categories here. And it describes all the grammar features that from adjectives to verbs that we're all familiar with, from coursebooks and classes and exams and things like that. And then if you click on one of these, you get a subcategory. And in my case, I was working a lot with modality, as some people, some talk earlier in the year on that. And if you go into modality, you get all of these features of modality. Now, importantly, this is described in what learners are doing. So if you see, for example, adjectives communicating a modal meaning, I think that that's something that teachers can immediately start learning about because it's not something that people would connect. I would always think, yeah, must, have to, yeah, of course. But adjectives, I didn't know much about that. And adverbs as well, that's unusual. And expressions with B. So the learners are using it. We're using it too. But perhaps we're not so clear with labeling it. So if we go further into it, I'm here, I've clicked modality. I've seen all these. And OK, I'm going to go to wood. And this is what we see. So we see modality, subcategory wood, level B2. For example, it tells you all the levels all the way now. And then, for example, the function is the habitual past. You have wood to talk about the things we didn't pass. And if you click here, you get an excerpt from a student exam. So like B2 is FCE, isn't it? So you might get an example from an FCE exam saying, this is a Polish speaker. And the exam was in 2001. And it gives you the excerpt from it. An interesting thing as well is, if you look at wood at A1, and if you look at wood at C2, you see how the learners are using it at a different level, more sophisticated level as a course along. So it's very informative for anyone who's working with syllabus design, course book writing, examinations, and things like that, even just obviously in your own classes. Myself, I did a study in my dissertation. And one kind of strand of it was, I got the three most frequent models in the British National Corpus, which are will, can, and wood. And they're by far the most commonly used. And I compared the functions in a B1 level course book with the English grammar profile. So I have a graphic here, which hopefully can explain it better than I could describe it. So we'll start here. There's your will, can, and wood. It seems that in the course books, there's a natural kind of a syllabus as to what emerges for all the functions of these forms. So that's it there. There are 10 of them in a B1 level course book. And interestingly, I think you'll see in B1, remember the third conditional is being used by B1 level learners in written exams, which is a bit of a surprise, I think. Then when I checked this against the English grammar profile, what I saw was that a lot of the functions don't correspond. You could see here a lot of them in red. Learners are using them at lower levels. And in some cases, like these two, they're actually using them at higher levels. So straight away, I think a conclusion would be that if you're putting together a course book series from A1 to C2, all the typical functions of grammar that we have, I think we can start moving them around. So some can go back to lower levels. Others can be left forward until B2. And other ones could be even given less kind of emphasis, because sometimes a function like this, I know that it's very, very infrequent in natural language, in kind of authentic language. And it's given sometimes one unit in a 12-unit book of grammar. And so that's a lot of emphasis, you know. And then, as well, remember we were talking about adjectives for models and adverbs for models. So perhaps that could be included instead. So it could be great for restructuring just of a course book, because I'm emphasizing the course book because I think it's a great support for teachers, especially developing teachers and busy teachers like myself. I often grab the course book and go, OK, I'll have to trust the grammar in this book to teach the lessons and the levels that I'm doing today. I was thinking, as a kind of a development project, to how to get teachers kind of engaged with this, because it's a great resource for reference. But how can we get people using it? And I think the issue you were talking about making it longitudinal is a challenge. And that's something I've got to think about more in the other story. But we could replicate my study where you could designate one of the super categories or the subcategories. Now, I know modality is big, but some of the other ones like discourse markers, it's actually not that big. Or you could designate one of these. This would be very interesting to explore just for myself, because I'm interested in modality. And you could get the teachers to, as a teacher's meeting, you could go, OK, let's get one of the EGP can-do statements and start saying, what are the learners doing it in class? And what are the course books saying? How are they correlating? Because one thing, when I did my research, I collected also a learner corpus of spoken language. And I transcribed it and everything. I took me in quite a long time. So you were talking about YouTube videos? No, it doesn't work. You have to do it by yourself. So for example, productive and receptive knowledge, this is quite obvious for many people, but they were able to understand third conditional sentences at B1. But they couldn't even produce wood in any kind of answer. What they did was they used substitution strategies. So they used adjectives and verbs of modality instead. So it means that the learners were actually using these. And I wasn't aware that they were kind of out there and how useful they could be in B1, of course, books, as a way of focusing on, have you ever struggled on a Friday afternoon through a third conditional lesson, and everyone's sweating and grunting. So how do they do something else? I don't know, they can match with this. It does have the same communicative function that is communicating a modal meaning or whatever. Another thing as well was spoken and written. So when they had time to write, they seemed to kind of be able to have a go at a conditional sentence. But it seems maybe that there might be a bit of rote learning going on when people are doing Cambridge exams. That's the smallest suspicion I have. So teachers went to go on, OK, learn the structure, put it into your, no questions, just put it in. You'll pass the exam. Kind of a little bit of that. So if you kind of correlate those things, the EGP, the books, the class, spoken, written, productive, receptive, course books, it could be a way of helping. I'm thinking more of a developing teacher. Certainly myself, when I was a younger teacher, and when I was engaging with these things more, I was thinking of the implications for your teaching, your planning, and your understanding of level as well. So it's more nuanced, isn't it? It's not like B1, or inter, upper inter. There's these kind of grades between them. And there's that differentiation kind of plan going on as well. So we have to deal with these things, because you're going to have people coming into your classes. This will help us engage with that. The kind of, the consequences I would hope from that would be that people can develop their language awareness, because there's too much focus on raw grammar, on formal focus, gap fill, no functional communicative feeling to it. Where if it gets into a functional approach, it's more useful. You're engaging with what students need in the class. And then that's what the English profile gives you. It breaks the grammar down into functions. And that way, it's a lot more practical. Easier for students to use too. It gets people observing learner language in a corpus and in the classroom too. And I would hope that's something that that could get people to kind of look under the bonnet of a coursebook and maybe not trust it so much, and be more confident about adapting and supplementing, and to be more confident of their own language awareness while doing so. And last but not least, don't be afraid of the corpora. It's not a monster, it's not a monster. It's very useful. And it's a basic kind of contact point for teachers. And it's a way for the bridge research and its DOT community because I feel that that's definitely not being done enough.