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Aesla 2011 getting_things_done_pascual_pérez-paredes

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Aesla 2011 getting_things_done_pascual_pérez-paredes

  1. 1. Pascual Pérez-Paredes Getting Things Done at the crossroads of corpus linguistics and language education Keynote Roundtable/Mesa Redonda principal Corpus Linguistics for 21st Century Language Learning
  2. 2. Pascual Pérez-Paredes Keynote Roundtable/Mesa Redonda principal Corpus Linguistics for 21st Century Language Learning
  3. 3. Getting Things Done at the crossroads of corpus linguistics and 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.
  4. 4. Getting Things Done at the crossroads of corpus linguistics and language education Top-down approaches in direct Vs. applications Bottom-up approaches
  5. 5. Getting Things Done at the crossroads of corpus linguistics and language education Top-down approaches are positive about the use of corpora in FLT. Research on how corpus-based resources can be integrated in language pedagogy is substantial as well as speculative in nature on the possibilities of CL in language education. Sinclair Sinclair 1991 2003 Johns 1986 Possibilities scenario
  6. 6. Getting Things Done at the crossroads of corpus linguistics and language education Indirect observation methodologies Sinclair Sinclair 1991 -learners’ opinions about the benefits of using 2003 Johns corpora for language learning, their 1986 -self-perceived difficulties in consulting corpora 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).
  7. 7. Getting Things Done at the crossroads of corpus linguistics and 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).
  8. 8. Getting Things Done at the crossroads of corpus linguistics and 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.
  9. 9. Getting Things Done at the crossroads of corpus linguistics and language education Due to the high degree of induction demanded by DDL direct applications, metaphorical References to learners as researchers (Mauranen, 2004), detectives (Johns, 1997) or, travellers (Bernardini, 2000a) are frequent.
  10. 10. Getting Things Done at the crossroads of corpus linguistics and language education This possibilities scenario takes the research tools and methodology of the CL research paradigm straightaway to the language classroom. The methodological transfer from the CL research area to the applied ring of language learning and teacher mostly undergoes no adaptation, and thus learners are presented with the same tools, corpora and analytical tasks as well- trained and professional linguists.
  11. 11. Getting Things Done at the crossroads of corpus linguistics and language education Cheng, Warren and Xun-feng (2003) believe that it is essential that learners incorporate discovery skills in the development of their communicative competence, going as far as to equating language learning with linguistic research.
  12. 12. Getting Things Done at the crossroads of corpus linguistics and language education The possibilities scenario I have outlined has proved a promising and innovative instrument to enrich the learning experiences of language students, who are empowered with new skills and input opportunities. Still, the full integration of these new skills and input into language education presents important challenges.
  13. 13. Researching learners use of corpus-based resources during focus-on-form 1. Context important challenges
  14. 14. Getting Things Done at the crossroads of corpus linguistics and 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. .
  15. 15. Getting Things Done at the crossroads of corpus linguistics and language education 2006 figures for education in EU 27 and Spain.
  16. 16. Getting Things Done at the crossroads of corpus linguistics and language education 2006 students in US, UK and Germany
  17. 17. Getting Things Done at the crossroads of corpus linguistics and language education % tertiary students
  18. 18. Getting Things Done at the crossroads of corpus linguistics and language education Only one out of five learners are pursuing a degree in tertiary education. But, most of the research that has been conducted in the field of CL in language education addresses this low percentage of the population. Boulton (2008b) has shown that only four out of the fifty studies considering DDL he analysed reflected language teaching outside the university.
  19. 19. Getting Things Done at the crossroads of corpus linguistics and language education No mediation role in the possibilities scenario Variations of the initiate interpret consolidate report Use of professional software Authenticity issues (Mishan 2004) Availability of corpora Nature of the corpora used (Braun 2007)
  20. 20. Getting Things Done at the crossroads of corpus linguistics and language education Challenges of the possibilities scenario in educational settings 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. 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.
  21. 21. Getting Things Done at the crossroads of corpus linguistics and language education
  22. 22. Getting Things Done at the crossroads of corpus linguistics and language education
  23. 23. Getting Things Done at the crossroads of corpus linguistics and language education
  24. 24. Getting Things Done at the crossroads of corpus linguistics and language education
  25. 25. 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 significant Keynote Roundtable/Mesa Redonda principal Corpus Linguistics for 21st Century Language Learning
  26. 26. 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 principal Corpus Linguistics for 21st Century Language Learning
  27. 27. 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 principal Corpus Linguistics for 21st Century Language Learning
  28. 28. Pascual Pérez-Paredes Contribution of bottom-up approaches to corpora use in FLT Keynote Roundtable/Mesa Redonda principal Corpus Linguistics for 21st Century Language Learning
  29. 29. Getting Things Done at the crossroads of corpus linguistics and language education Ad hoc corpora Ad hoc tools Applied nature Context-aware Corpus + pedagogy Corpora as products Tools for corpus Comprehensive creation framework
  30. 30. www.um.es/sacodeyl
  31. 31. www.um.es/backbone
  32. 32. Getting Things Done at the crossroads of corpus linguistics and language education Pascual Pérez-Paredes pascualf@um.es www.um.es/backbone

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