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Online Corpus Literacy Teachers’  Best Friend  Dominik Luke š http ://dominiklukes.net Dyslexia Guild  Summer Conference 2...
Outline training.dyslexiaaction.org.uk http://www.flickr.com/photos/adactio/3563832656 What is a corpus Answering question...
Corpus / Corpora training.dyslexiaaction.org.uk ????
of   about training.dyslexiaaction.org.uk language knowledge  http://www.flickr.com/photos/missturner/3029700617/
Prescriptivism training.dyslexiaaction.org.uk …  how language should be used Descriptivism …  how language  is  used v
training.dyslexiaaction.org.uk “ Most of the prescriptive rules of  the language mavens  make no sense on any level. They ...
training.dyslexiaaction.org.uk “ intellectual abdication” “should be ashamed” “ current around 1900”  “ a perversion of gr...
This usage stuff is  not  straightforward  and easy. If ever someone tells you that the rules of English grammar are simpl...
Corpus training.dyslexiaaction.org.uk Key modern tool for finding out  about  how language works…
Corpus training.dyslexiaaction.org.uk …  is a large database of  representative  language samples …
Corpus training.dyslexiaaction.org.uk …  100s of millions of words from (mostly) written language in different genres in s...
Corpus training.dyslexiaaction.org.uk …  used for linguistic research, making dictionaries, writing grammars, …
training.dyslexiaaction.org.uk
Corpora available for teachers training.dyslexiaaction.org.uk http://corpus.byu.edu
Access to COCA and related BYU corpora is free… training.dyslexiaaction.org.uk … but  free  registration required for more...
training.dyslexiaaction.org.uk
training.dyslexiaaction.org.uk Brown – the grandfather COCA BNC Webcorp Google
training.dyslexiaaction.org.uk
training.dyslexiaaction.org.uk
training.dyslexiaaction.org.uk http://www.flickr.com/photos/atoach/3900591006/ Searching a corpus early on in the process ...
How do we use the word dyslexia? <ul><li>We speak more often of dyslexic children than adults. </li></ul><ul><li>We speak ...
Concordance BNC: dyslexic [n*] COCA:  dyslexic [n*]  http://www.americancorpus.org/ http://corpus.byu.edu/bnc
training.dyslexiaaction.org.uk COCA: dys*
Suffixing rules training.dyslexiaaction.org.uk *yed *ied
Suffixing rules training.dyslexiaaction.org.uk *yed *ied pl a yed st a yed portr a yed enj o yed unempl o yed surv e yed d...
The Corpus Magic training.dyslexiaaction.org.uk * [ ] ? Different corpora use slightly different codes. Read the manual. [...
The Corpus Magic training.dyslexiaaction.org.uk * [ ] ? Any one character Any number of characters (incl 0) Lemma  (all in...
training.dyslexiaaction.org.uk * *each each, reach, beach, teach, outreach, …, impeach, … teach* teachers, teaching, …, te...
training.dyslexiaaction.org.uk ? ?each reach, beach, teach, peach, leach, keach, … each? each- (1), each# (1)   [ie nothin...
[Lemma] training.dyslexiaaction.org.uk
Part of speech tags training.dyslexiaaction.org.uk [run] . [n*] [run] [n*]
Common tags training.dyslexiaaction.org.uk [n*] noun [NN2] plural nouns [v*] verb [VVD] verb past tense [aj*]  (BNC)  / [j...
Help training.dyslexiaaction.org.uk
training.dyslexiaaction.org.uk
training.dyslexiaaction.org.uk
You can also training.dyslexiaaction.org.uk cats and dogs search for idioms ?each*s combine wildcards [=pretty] search for...
Concordance + KWIC training.dyslexiaaction.org.uk *ies.[N*]
KWIC –  K ey- W ord In  C ontext training.dyslexiaaction.org.uk *ies.[N*]
Limit searches by genre training.dyslexiaaction.org.uk
Other questions corpus can answer <ul><li>Are there more nouns or verbs ending in  -ies?  * ies.[V*]  vs.  *ies.[N*] </li>...
Corpus, rules, and regularity training.dyslexiaaction.org.uk http://www.flickr.com/photos/51505078@N00/352492687 pre* *ed ...
Collocations Limits on variability training.dyslexiaaction.org.uk See also Kennedy, p. 80-23
Collocations (cont) Limits on variability training.dyslexiaaction.org.uk See also Kennedy, p. 80-23
Collocations (cont) training.dyslexiaaction.org.uk [teacher] must [v*]
Idioms and set phrases training.dyslexiaaction.org.uk 275 results 359 results
Google as a Corpus training.dyslexiaaction.org.uk &quot; put the search text in quotes &quot; use  *  for the search item
training.dyslexiaaction.org.uk
Google as a Corpus  Pros & Cons training.dyslexiaaction.org.uk PRO:  rare, low frequency usage, uptodate usage CON: no sam...
Google results counts are only rough estimates… training.dyslexiaaction.org.uk http://searchengineland.com/why-google-cant...
… but Google fights can be fun  training.dyslexiaaction.org.uk
WebCorp is makes Google search results linguist-friendly training.dyslexiaaction.org.uk
Avoid Common Corpus Errors training.dyslexiaaction.org.uk Be aware of  limitations : sampling, coverage, size, presence of...
Check examples and sources training.dyslexiaaction.org.uk
Always check low frequency results training.dyslexiaaction.org.uk must [v*] [n*] … sometimes they come from the same source
False roots http://etymonline.com corner, silly, preface, cockroach, protest, stable …
Make your own corpus with TextSTAT http:// neon.niederlandistik.fu-berlin.de/en/textstat
Make your own corpus with AntConc training.dyslexiaaction.org.uk http://www.antlab.sci.waseda.ac.jp/software.html
Corpus in the classroom training.dyslexiaaction.org.uk teacher preparation student discovery
Teacher preparation training.dyslexiaaction.org.uk <ul><li>find relevant, common examples </li></ul><ul><li>prepare worksh...
Student discovery training.dyslexiaaction.org.uk <ul><li>show search results to students to work out rules or word meaning...
For heavy classroom use… training.dyslexiaaction.org.uk register for group access to prevent spam lock out
Corpus v dictionary training.dyslexiaaction.org.uk
Non-classroom corpus use training.dyslexiaaction.org.uk supplement dictionary cross-word puzzles check typical usage when ...
Where to go next? training.dyslexiaaction.org.uk http://www.corpora4learning.net
Thank you Contact  http://dominiklukes.net training.dyslexiaaction.org.uk
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Online corpus: Literacy teachers' best friend

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Presentation delivered at Dyslexia Guild Summer Conference 2011 in Oxford. (Slideshow updated based on feedback from the session).

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  • An important dichotomy (one of many) in the study of language
  • Confirms hypothesis that children more than adults and boys more than girls; how about the dyslexia v. dystopia
  • Transcript of "Online corpus: Literacy teachers' best friend"

    1. 1. Online Corpus Literacy Teachers’ Best Friend Dominik Luke š http ://dominiklukes.net Dyslexia Guild Summer Conference 2011 training.dyslexiaaction.org.uk
    2. 2. Outline training.dyslexiaaction.org.uk http://www.flickr.com/photos/adactio/3563832656 What is a corpus Answering questions with a corpus The language of corpus searches The corpus and the classroom Practice
    3. 3. Corpus / Corpora training.dyslexiaaction.org.uk ????
    4. 4. of about training.dyslexiaaction.org.uk language knowledge http://www.flickr.com/photos/missturner/3029700617/
    5. 5. Prescriptivism training.dyslexiaaction.org.uk … how language should be used Descriptivism … how language is used v
    6. 6. training.dyslexiaaction.org.uk “ Most of the prescriptive rules of the language mavens make no sense on any level. They are bits of folklore that originated for screwball reasons several hundred years ago… For as long as they have existed, speakers have flouted them…”
    7. 7. training.dyslexiaaction.org.uk “ intellectual abdication” “should be ashamed” “ current around 1900” “ a perversion of grammatical education” “ blind to textual evidence even when he himself exhibits it” “ dishonest and stupid” “ vile little compendium of tripe about style” Grammarian Geoffrey K Pullum on … “ More passives in Orwell's pompous essay with the warning about how you mustn't use them than in any periodical you can lay your hands on! “
    8. 8. This usage stuff is not straightforward and easy. If ever someone tells you that the rules of English grammar are simple and logical and you should just learn them and obey them, walk away, because you're getting advice from a fool. http://languagelog.ldc.upenn.edu/nll/?p=2790
    9. 9. Corpus training.dyslexiaaction.org.uk Key modern tool for finding out about how language works…
    10. 10. Corpus training.dyslexiaaction.org.uk … is a large database of representative language samples …
    11. 11. Corpus training.dyslexiaaction.org.uk … 100s of millions of words from (mostly) written language in different genres in small samples (~2000 words) …
    12. 12. Corpus training.dyslexiaaction.org.uk … used for linguistic research, making dictionaries, writing grammars, …
    13. 13. training.dyslexiaaction.org.uk
    14. 14. Corpora available for teachers training.dyslexiaaction.org.uk http://corpus.byu.edu
    15. 15. Access to COCA and related BYU corpora is free… training.dyslexiaaction.org.uk … but free registration required for more than ~10 queries a day
    16. 16. training.dyslexiaaction.org.uk
    17. 17. training.dyslexiaaction.org.uk Brown – the grandfather COCA BNC Webcorp Google
    18. 18. training.dyslexiaaction.org.uk
    19. 19. training.dyslexiaaction.org.uk
    20. 20. training.dyslexiaaction.org.uk http://www.flickr.com/photos/atoach/3900591006/ Searching a corpus early on in the process of making a generalization can save you a lot of unpleasant surprises later.
    21. 21. How do we use the word dyslexia? <ul><li>We speak more often of dyslexic children than adults. </li></ul><ul><li>We speak more often of dyslexia than any other dys- word. </li></ul>training.dyslexiaaction.org.uk
    22. 22. Concordance BNC: dyslexic [n*] COCA: dyslexic [n*] http://www.americancorpus.org/ http://corpus.byu.edu/bnc
    23. 23. training.dyslexiaaction.org.uk COCA: dys*
    24. 24. Suffixing rules training.dyslexiaaction.org.uk *yed *ied
    25. 25. Suffixing rules training.dyslexiaaction.org.uk *yed *ied pl a yed st a yed portr a yed enj o yed unempl o yed surv e yed d ied t r ied mar r ied wor r ied identi f ied app l ied
    26. 26. The Corpus Magic training.dyslexiaaction.org.uk * [ ] ? Different corpora use slightly different codes. Read the manual. [n* ]
    27. 27. The Corpus Magic training.dyslexiaaction.org.uk * [ ] ? Any one character Any number of characters (incl 0) Lemma (all inflectional forms of a word) Different corpora use slightly different codes. Read the manual. [n* ] Part of speech tags (e.g. nouns)
    28. 28. training.dyslexiaaction.org.uk * *each each, reach, beach, teach, outreach, …, impeach, … teach* teachers, teaching, …, teachable, teacher-librarians, … t*ch touch, teach, tech, torch, trench, twitch, …, three-inch, … teach * teach the, teach us, teach students, …
    29. 29. training.dyslexiaaction.org.uk ? ?each reach, beach, teach, peach, leach, keach, … each? each- (1), each# (1) [ie nothing] ?each? peachy, bleachy, teacha, reachs (2) [ie spelling error] , … t?ch tech, tach, toch, tuch, tsch, tich t??ch touch, teach, torch, tisch, …
    30. 30. [Lemma] training.dyslexiaaction.org.uk
    31. 31. Part of speech tags training.dyslexiaaction.org.uk [run] . [n*] [run] [n*]
    32. 32. Common tags training.dyslexiaaction.org.uk [n*] noun [NN2] plural nouns [v*] verb [VVD] verb past tense [aj*] (BNC) / [j*] (COCA) adjective [av*] (BNC) / [r*] (COCA) adverb
    33. 33. Help training.dyslexiaaction.org.uk
    34. 34. training.dyslexiaaction.org.uk
    35. 35. training.dyslexiaaction.org.uk
    36. 36. You can also training.dyslexiaaction.org.uk cats and dogs search for idioms ?each*s combine wildcards [=pretty] search for synonyms car|bike|horse search for alternatives used -car exclude searches For more details see:
    37. 37. Concordance + KWIC training.dyslexiaaction.org.uk *ies.[N*]
    38. 38. KWIC – K ey- W ord In C ontext training.dyslexiaaction.org.uk *ies.[N*]
    39. 39. Limit searches by genre training.dyslexiaaction.org.uk
    40. 40. Other questions corpus can answer <ul><li>Are there more nouns or verbs ending in -ies? * ies.[V*] vs. *ies.[N*] </li></ul><ul><li>Are there four-letter verbs ending in -ed in the present tense? ??ed.[VVB] </li></ul><ul><li>What are the most common adjectives describing students vs. pupils. [j*] [student] vs. [j*] [pupil] </li></ul><ul><li>What do we say teachers do most often? [teacher] [vvb] </li></ul>training.dyslexiaaction.org.uk
    41. 41. Corpus, rules, and regularity training.dyslexiaaction.org.uk http://www.flickr.com/photos/51505078@N00/352492687 pre* *ed *ies.[V*]
    42. 42. Collocations Limits on variability training.dyslexiaaction.org.uk See also Kennedy, p. 80-23
    43. 43. Collocations (cont) Limits on variability training.dyslexiaaction.org.uk See also Kennedy, p. 80-23
    44. 44. Collocations (cont) training.dyslexiaaction.org.uk [teacher] must [v*]
    45. 45. Idioms and set phrases training.dyslexiaaction.org.uk 275 results 359 results
    46. 46. Google as a Corpus training.dyslexiaaction.org.uk &quot; put the search text in quotes &quot; use * for the search item
    47. 47. training.dyslexiaaction.org.uk
    48. 48. Google as a Corpus Pros & Cons training.dyslexiaaction.org.uk PRO: rare, low frequency usage, uptodate usage CON: no sampling, no frequency sort, no genre limit, no part of speech tags
    49. 49. Google results counts are only rough estimates… training.dyslexiaaction.org.uk http://searchengineland.com/why-google-cant-count-results-properly-53559 Different people searching in different geographic locations can get different numbers Sometimes searching for A gives fewer results than searching for A without B
    50. 50. … but Google fights can be fun training.dyslexiaaction.org.uk
    51. 51. WebCorp is makes Google search results linguist-friendly training.dyslexiaaction.org.uk
    52. 52. Avoid Common Corpus Errors training.dyslexiaaction.org.uk Be aware of limitations : sampling, coverage, size, presence of typos and errors, bad part of speech tagging Beware of low frequency results Beware of homographs Check results come from multiple sources Check KWIC to confirm relevance Limit search by genre http://www.flickr.com/photos/andreassolberg/433734311
    53. 53. Check examples and sources training.dyslexiaaction.org.uk
    54. 54. Always check low frequency results training.dyslexiaaction.org.uk must [v*] [n*] … sometimes they come from the same source
    55. 55. False roots http://etymonline.com corner, silly, preface, cockroach, protest, stable …
    56. 56. Make your own corpus with TextSTAT http:// neon.niederlandistik.fu-berlin.de/en/textstat
    57. 57. Make your own corpus with AntConc training.dyslexiaaction.org.uk http://www.antlab.sci.waseda.ac.jp/software.html
    58. 58. Corpus in the classroom training.dyslexiaaction.org.uk teacher preparation student discovery
    59. 59. Teacher preparation training.dyslexiaaction.org.uk <ul><li>find relevant, common examples </li></ul><ul><li>prepare worksheets </li></ul><ul><li>check for exceptions </li></ul><ul><li>find out answers to student questions about rules and usage </li></ul>
    60. 60. Student discovery training.dyslexiaaction.org.uk <ul><li>show search results to students to work out rules or word meanings </li></ul><ul><li>teach students how to search for questions </li></ul><ul><li>ask students to give each other puzzles for searching </li></ul>
    61. 61. For heavy classroom use… training.dyslexiaaction.org.uk register for group access to prevent spam lock out
    62. 62. Corpus v dictionary training.dyslexiaaction.org.uk
    63. 63. Non-classroom corpus use training.dyslexiaaction.org.uk supplement dictionary cross-word puzzles check typical usage when writing
    64. 64. Where to go next? training.dyslexiaaction.org.uk http://www.corpora4learning.net
    65. 65. Thank you Contact http://dominiklukes.net training.dyslexiaaction.org.uk

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