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Corpora in language teaching

Corpora in language teaching






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  • BYU corpora are tagged using UCREL CLAWS tags

Corpora in language teaching Corpora in language teaching Presentation Transcript

  • While you’re waiting…Go to Wordle (wordle.net) and choose CREATEEnter the address of your blog.A Wordle will be created that shows you the mostcommon content words on your blog.You can save the image and add it to your blog.
  • Corpora in language teaching Follow at goo.gl/1fAfD CALL 2/18
  • CorpusA principled collection of texts.Represents area(s) of language use.Usually searchable via computerList of some corpora
  • Corpora and language learningCorpora can offer language learners thefollowing benefits: More accurate descriptions of the language than teachers’/textbook writers’ intuitions (Biber & Reppen, 2002, Conrad, 1999). Exposure to contextualized, meaningful language and “real” language data. Can provide language input for a specific register (Conrad, 2000). A vast reference tool for autonomous learning.
  • Uses of corporaMake decisions about syllabus designWord ListsConcordance lines (KWICs)Tagged texts/searches*Provide examples for teachable momentsLanguage input for activities, quizzes, etc.
  • 1. Course (syllabus) designInstead of relying on our own intuitions about whatgrammar should be taught, research from corporacan tell us what grammatical structures and whatvocabulary are most common in the language wewant learners to learn.For example, most grammars include coverage of allthe one word modals: can, could, may, might, must,shall, should, will, would…
  • Modal frequencies in COCA (Corpus of Contemporary American English: 410 million words)Modal Occurrences Modal OccurrencesCAN 913,626 SHALL 16,092COULD 645,262 SHOULD 324,175MAY 378,298 WILL 837,995MIGHT 220,237 WOULD 966,035MUST 178,211
  • Interfaces1. Local corpora managed using a concordancer Monoconc, Antconc, Wordsmith2. Web-based corpora BYU Corpora MICASE/MICUSP Compleat Lexical Tutor SACODEYL3. Web as corpora
  • Local CorpusTeachers and students can build their own corpora.Project-based learning: Learners collect the texts(learn about the range of texts) and then conductanalysis on the texts (guided inductive activities.Useful in EAP/ESP courses.Free concordancers like AntConc or paid.
  • Web-based corporaSearch interfaces that allows you to use corpora viaweb browsers.Mark Davies’ Corpora are probably the most wellknown: http://corpus.byu.edu wordandphrase.info, word frequency and collocates info.Search using tags (UCREL CLAW)
  • Michigan CorporaMichigan Corpus of Upper-Level Student Papers(MICUSP)Michigan Corpus of Academic Spoken English(MICASE)Teaching activities, ESL activities, etc.
  • Compleat Lexical Tutor First developed by Tom Cobb Lots of great information about frequency & vocabulary Sections for learners, researchers, and teachers.1. Test your word knowledge, Concord Writer2. Audio supported readings3. Text analysis (Vocabprofile, N-gram)
  • SACODEYLFunded by EU commission, focus on youth language(European)Multiple languagesMultimedia (videos, transcripts)Word list toolsPrepared teaching materials (i.e., Learning Packages).
  • Sample Activity 1: Functions of Can Students examine a corpus to find examples of different functions of the modal CAN. CAN has four functions in English: Ability Possibility Permission Request• Find examples of each function.
  • Examples of CAN
  • Expanded context
  • Web as CorporaSearch engines allow learners to find real examples oflanguage use…and pictures of cats.Search term tricks for learners use “quotations” for verbatim searches site:disney.com to search within a specific site (turn a site into a mini corpus). Use a tilde ~ to return related items Search by file type filetype:pptPurpose-designed interface: WebCorp
  • Considerations for using corpora What “meta-language” do students need to use corpora or complete activities? How much do students need to understand about the interface? What level is best to have students work with corpora? Research on using corpora in language teaching is limited.
  • Shakespeare Vocabulary Look at the concordance lines. With your group members, try to identify the part of speech of the word and define the word.A. AlackB. AvauntC. FieD. Gramercy
  • Fix the following altered Shakespeare quotes1. “Flee, thou hateful villain, get thee gone”2. How weary, stale, flat, and unprofitable Seem to me all the uses of this world! Shame on’t! O shame! ’tis an unweeded garden, That grows to seed; things rank and gross in nature Possess it merely. That it should come to this!3. God bless your worship! Thanks! wouldst thou aught with me?4. "Oh no, I am afraid they have awaked, and tis not done"
  • Let’s try out some corporaIn a small group (i.e., 2-3 people), look at one of thefollowing corpus tools. Explore its features andbrainstorm a few ways that you could use it in yourteaching.Submit your group’s ideas on the corpus Google doc.
  • Let’s try them out…A. BYU Corpora B. SACODEYL C. Compleat Lexical TutorD. MICUSP/ E. AntConc* *use your own computer MICASE
  • Document…Tools for Teaching with Corpora
  • Take a screenshotWindows 7+: Use snipping tool orWindows (any): Press PrintScreen, openMS Paint, press Ctrl+V. Save as an imagefile (i.e., jpg).Mac: Cmd+Shift+3: whole screen Cmd+Shift+4: choose area