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Getting things done at the crossroads of corpus linguistics and language education

Getting things done at the crossroads of corpus linguistics and language education

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Aesla 2011 getting_things_done_pascual_pérez-paredes Aesla 2011 getting_things_done_pascual_pérez-paredes Presentation Transcript

  • Pascual Pérez-ParedesGetting Things Done at the crossroads of corpus linguisticsand language educationKeynote Roundtable/Mesa Redonda principalCorpus Linguistics for 21st Century Language Learning
  • Pascual Pérez-ParedesKeynote Roundtable/Mesa Redonda principalCorpus Linguistics for 21st Century Language Learning
  • Getting Things Done at the crossroads of corpus linguisticsand language education Background research Pérez-Paredes, P. (2010). Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Acenario. In T. Harris & M. Moreno Jaén (Eds.), Corpus Linguistics in Language Teaching (pp. 53-73). Peter Lang. Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J., & Aguado, P. (2011). Tracking learners’ actual uses of corpora: guided vs non- guided corpus consultation. Computer Assisted Language Learning Journal.
  • Getting Things Done at the crossroads of corpus linguisticsand language education Top-down approaches in direct Vs. applications Bottom-up approaches
  • Getting Things Done at the crossroads of corpus linguistics and language educationTop-down approaches are positive about the use of corpora in FLT.Research on how corpus-based resources can be integrated in languagepedagogy is substantial as well as speculative in nature on the possibilitiesof CL in language education. Sinclair Sinclair 1991 2003 Johns 1986 Possibilities scenario
  • Getting Things Done at the crossroads of corpus linguisticsand language educationIndirect observation methodologies Sinclair Sinclair 1991-learners’ opinions about the benefits of using 2003 Johnscorpora for language learning, their 1986-self-perceived difficulties in consultingcorpora and feelings as well as Possibilities scenario-their own evaluation of corpus use during the task(Lee and Swales, 2006; Yoon and Hirvela, 2004; Cheng, Warren and Xun-feng, 2003).
  • Getting Things Done at the crossroads of corpus linguisticsand language education Much of the research dealing with the uses of corpora in the language classroom has not addressed the users’ actual interaction with the resources themselves. Hafner and Candlin (2007:304) have stressed the lack of studies that provide “direct evidence of students’ […] use of corpus tools”. Many researchers have pointed up the importance of recording active exploitation of corpus tools (Johns, 1997; Horst et al., 2005; Chambers, 2007; Hafner & Candlin, 2007).
  • Getting Things Done at the crossroads of corpus linguisticsand language education Lee and Swales (2006:72) carried out an experiment which the authors labelled as ‘technology-enhanced rhetorical consciousness-raising’. Those learners participating were introduced to professional researching tools such as WordSmith and used corpora devised for research purposes.
  • Getting Things Done at the crossroads of corpus linguisticsand language educationDue to the high degree of induction demandedby DDL direct applications, metaphoricalReferences to learners as researchers(Mauranen, 2004), detectives (Johns, 1997) or, travellers (Bernardini, 2000a) are frequent.
  • Getting Things Done at the crossroads of corpus linguistics and language educationThis possibilities scenario takes the research tools andmethodology of the CL research paradigm straightaway tothe language classroom.The methodological transfer from the CL research area tothe applied ring of language learning and teacher mostlyundergoes no adaptation, and thus learners are presentedwith the same tools, corpora and analytical tasks as well-trained and professional linguists.
  • Getting Things Done at the crossroads of corpus linguisticsand language educationCheng, Warren and Xun-feng (2003) believe that itis essential that learners incorporate discoveryskills in the development of their communicativecompetence, going as far as to equating languagelearning with linguistic research.
  • Getting Things Done at the crossroads of corpus linguisticsand language educationThe possibilities scenario I have outlinedhas proved a promising and innovativeinstrument to enrich the learningexperiences of language students, who areempowered with new skills and inputopportunities. Still, the full integration ofthese new skills and input into languageeducation presents importantchallenges.
  • Researching learners use of corpus-based resourcesduring focus-on-form1. Context important challenges
  • Getting Things Done at the crossroads of corpus linguisticsand language education When examining the research in corpus applications to language learning, one discovers that those learners outside the university system are mostly ignored. However, this research approach fails to grasp the real scope of language learning. .
  • Getting Things Done at the crossroads of corpus linguisticsand language education2006 figures for education in EU 27 and Spain.
  • Getting Things Done at the crossroads of corpus linguisticsand language education 2006 students in US, UK and Germany
  • Getting Things Done at the crossroads of corpus linguisticsand language education % tertiary students
  • Getting Things Done at the crossroads of corpus linguisticsand language educationOnly one out of five learners are pursuing adegree in tertiary education.But, most of the research that has beenconducted in the field of CL in languageeducation addresses this low percentage of thepopulation.Boulton (2008b) has shown that only four out ofthe fifty studies considering DDL he analysedreflected language teaching outside theuniversity.
  • Getting Things Done at the crossroads of corpus linguistics and language educationNo mediation role in the possibilities scenarioVariations of the initiate interpret consolidate report Use of professional software Authenticity issues (Mishan 2004) Availability of corpora Nature of the corpora used (Braun 2007)
  • Getting Things Done at the crossroads of corpus linguisticsand language educationChallenges of the possibilities scenario in educationalsettingsPérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J., & Aguado, P. (2011).Tracking learners’ actual uses of corpora: guided vs non-guided corpusconsultation. Computer Assisted Language Learning Journal. An introductory activity (Observe), a hands-on activity using the BNC (Search the corpus), and a final activity (Rewrite) where students put into practice the structures under consideration.
  • Getting Things Done at the crossroads of corpus linguisticsand language education
  • Getting Things Done at the crossroads of corpus linguisticsand language education
  • Getting Things Done at the crossroads of corpus linguisticsand language education
  • Getting Things Done at the crossroads of corpus linguisticsand language education
  • Pascual Pérez-Paredes Results -Every single learner, irrespective of the research condition, used some online resource while completing the tasks. -Different types of learners’ approaches to corpus. -Learners in the guided-consultation condition searched the BNC almost three times more than the individuals in the non- guided consultation. The informants in EG performed a mean of 5.4 BNC searches, while those in the non-guided condition searched the BNC 3.5 times. According to the Mann–Whitney test, the number of BNC searches parameter is statistically significantKeynote Roundtable/Mesa Redonda principalCorpus Linguistics for 21st Century Language Learning
  • Pascual Pérez-Paredes The omnipresence of highly-linguistic loaded interfaces in principled corpora is not only a trace of the possibilities scenario, in other words, the use of research-oriented lexical databases in pedagogic contexts, but also the trace of the overreliance on stand-alone corpora for classroom-language learning, which may be jeopardizing the normalization of these resources in mainstream education (Boulton, 2009a; Pérez-Paredes, 2010).Keynote Roundtable/Mesa Redonda principalCorpus Linguistics for 21st Century Language Learning
  • Pascual Pérez-Paredes A normalized vision of the uses of corpora contrasts with problems reported by students and researchers in numerous studies (Bernardini, 2000b; Chambers, 2005; Chambers & O’Sullivan, 2004; Cheng et al., 2003; Kennedy & Miceli, 2001, 2002a; Lavid, 2007; Vannestål and Lindquist, 2007; Yoon & Hirvela, 2004; Yoon, 2008) and by the need expressed by Mauranen (2004:99) to favour an integration of corpus resources which causes no “extra hassle” in the classroom.Keynote Roundtable/Mesa Redonda principalCorpus Linguistics for 21st Century Language Learning
  • Pascual Pérez-Paredes Contribution of bottom-up approaches to corpora use in FLTKeynote Roundtable/Mesa Redonda principalCorpus Linguistics for 21st Century Language Learning
  • Getting Things Done at the crossroads of corpus linguisticsand language education Ad hoc corpora Ad hoc tools Applied nature Context-aware Corpus + pedagogy Corpora as products Tools for corpus Comprehensive creation framework
  • www.um.es/sacodeyl
  • www.um.es/backbone
  • Getting Things Done at the crossroads of corpus linguistics and language educationPascual Pérez-Paredes pascualf@um.es www.um.es/backbone