Petter Hagen Karlsen

• Farr, Fiona & Karlsen, Petter Hagen (2022). DDL pedagogy, participants, and perspectives. I Jablonkai, Reka R. & Csomay, Eniko (Red.), The Routledge Handbook of Corpora and English Language Teaching and Learning . Routledge. ISSN 9780367433956. s. 329–343. Vis sammendrag

  The chapter covers the perspectives of learners and teachers who use corpus-based approaches to language learning. We briefly summarize data-driven learning approaches reported from pedagogic contexts before exploring their perceived affordances and complexities. Following this, a recent empirical case-study is presented from the Norwegian secondary school context, exploring teacher and student perspectives.

• Karlsen, Petter Hagen (2021). Educational Roles in Corpus-Based Education: From Shift to Diversification. Nordic Journal of Language Teaching and Learning (NJLTL). ISSN 2703-8629. 9(1). doi: 10.46364/njltl.v9i1.833. Fulltekst i vitenarkiv Vis sammendrag

  This study discusses the educational roles afforded by the use of linguistic corpora as a teaching tool in pre-tertiary education and explores upper secondary students’ opinions and experiences of educational roles following corpus-based lessons. The data were collected through group interviews of 20 students following a two-week period where the students’ regular English teacher collaborated with the researcher/author to plan and implement a corpus-based approach in two first-year upper secondary school classes. The interview subjects were selected from the 69 total students across the two classes based on the teacher’s recommendations and the researcher’s observations throughout the implementation period. The results show that during the largely student-centered, corpus-based approach, students felt that the teacher was absent and unengaging at times, but that they were used to “self-study” in his lessons. The students also wanted more variation in the approaches taken by their teacher beyond purely student-centered ones. This paper advocates for a diversification of educational roles where both teachers and learners adopt and change between different roles depending on the particular situation. At the same time, the call for role shifts in the corpus-based education literature is criticized in favor of a change in discourse toward one of role diversification.

• Karlsen, Petter Hagen & Monsen, Marte (2020). Corpus Literacy and Applications in Norwegian Upper Secondary Schools: Teacher and Learner Perspectives. Nordic Journal of English Studies (NJES). ISSN 1502-7694. 19(1), s. 118–148. Fulltekst i vitenarkiv

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• Karlsen, Petter Hagen & Rørvik, Sylvi (2023). Subject-Verb Agreement in English Learner Texts: A Pseudo-longitudinal Perspective.
• Karlsen, Petter Hagen (2021). Using Multimedia Corpora with Upper Secondary School Students.
• Karlsen, Petter Hagen (2021). Integrating multimedia corpora in the secondary school classroom.
• Karlsen, Petter Hagen (2019). Corpus Literacy in the Upper Secondary Classroom: Teacher and Learner Perspectives.
• Karlsen, Petter Hagen (2018). Presentation of my research project: Idea, research questions and method.
• Karlsen, Petter Hagen (2021). Teaching and Learning English through Corpus-based Approaches in Norwegian Secondary Schools: Identifying Obstacles and a Way Forward. Høgskolen i Hedmark.

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