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This paper reconsiders the value of frequency information in ELT, taking into account new evidence provided by corpora of native speakers’ English (e.g. the British National Corpus) and evidence available through new dictionaries and grammars making use of such corpus information. Some examples are given, showing how information about frequency in spoken and written English may cause reappraisal of assumptions common in pedagogical grammar. It is argued that frequency as a principle for the selection and prioritising of language content has been neglected, and the availability of corpus_derived frequency information means that this neglect can now be rectified. However, frequency must be considered alongside other factors that have a bearing on sequencing in ELT materials, such as dispersion, coverage, learnability and communicative need. Also, it is important to bear in mind that findings based on corpora of native_speaker English must be complemented by those based on corpora of learner English, and of the native language of the learners.
This paper reconsiders the value of frequency information in ELT, taking into account new evidence provided by corpora of native speakers’ English (eg the British National Corpus) and evidence available through new dictionaries and grammars making use of such corpus information. , showing how information about frequency in spoken and written English may cause reappraisal of assumptions common in pedagogical grammar. It is argued that frequency as a principle for the selection and prioritising of language content has been neglected, and the availability of corpus_derived frequency information means that this, neglect can now be rectified. However, frequency must be considered alongside other factors that have a bearing on sequencing in ELT materials, such dispersion, coverage, learnability and communicative need. corpora of native_speaker English must be complemented by those based on corpora of lea rner English, and of the native language of the learners.