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Developing corpus-based resources for language learning: looking back in "hope"

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Corpus linguistics & applied linguistics

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Developing corpus-based resources for language learning: looking back in "hope"

  1. 1. Developing corpus-based resources for language learning: looking back in "hope" Pascual Pérez-Paredes English Studies, U. Murcia www.perezparedes.es @perezparedes
  2. 2. The future of Corpus Linguistics will largely be determined by its practical applications. Guy Aston (2011:8) Perspectives on Corpus Linguistics
  3. 3. More corpus and applied linguistics presentations like this on www.perezparedes.es
  4. 4. Developing corpus-based resources for language learning: looking back in "hope"
  5. 5. 1. Early steps 2. Growing up 3. Young adults 4. Maturity Developing corpus-based resources for language learning: looking back in "hope"
  6. 6. Corpus linguistics & language learning 1. Attested uses of language v. made-up, invented language 2. Combinatory nature of language v. isolated accounts of lexis and grammar 3. CL favours active learning and discovery
  7. 7. Corpus linguistics: L1 & L2 corpora 1. British National Corpus (BNC) 2. Corpus of Contemporary American English (COCA) 1. MICUSP corpus of essays: micusp.elicorpora.info/
  8. 8. Developing corpus-based resources for language learning: looking back in "hope” Early steps
  9. 9. System aided compilation and open distribution of European youth language
  10. 10. Ylva Berglund, Sabine Braun, Pascual Pérez-Paredes. Multimedia Corpora for Applied Linguistic Contexts. Birmingham Corpus Linguistics Conference, 27-30 July 2007, Birmingham, UK. Pérez-Paredes, P. 2010. Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Scenario. In Corpus Linguistics in Language Teaching, pp: 53-73.
  11. 11. The challenges (1) CORPUS DESIGN Traditional reference corpora (content, size, data format, transcription, annotation, query) CORPUS EXPLOITATION Data-Driven Learning (focus on non-linear reading: concordances and co-texts) • Corpora contain textual records of discourse; their interpretation requires (re-)contextualisation. • Learners may have difficulties analysing corpus data; they require pedagogical mediation. • Pedagogical corpus uses differ from linguistic description; this requires e.g. pedagogically motivated query options. • Corpora need to be integrated with curricula; this requires e.g. complementarity of content and effective delivery. Do not fully support pedagogical requirements.
  12. 12. The challenges (2) CORPUS DESIGN Traditionally: representation in written format CORPUS EXPLOITATION Work with text-only data and e.g. conversational markup • Spoken discourse is more dependent on shared physical contexts. • It is adjusted to aural and online perception (e.g. chunking) • and affected by limitations of processing capacity (false starts, repair). • It is marked by accents. • It is multimodal. Again, this does not fully support pedagogical requirements.
  13. 13. Requirements • Format: multimedia to retain multimodal character of spoken language • Content: complementary with curriculum topics, more coherence than in traditional corpora • Pedagogically motivated transcription, annotation and alignment (transcript-video) • Combination of query methods: text-based exploration and application of corpus techniques • Pedagogical enrichment of corpora with complementary resources (e.g. exercises, explanations) • Effective delivery of corpora and additional resources to learners/teachers
  14. 14. Corpus creation (1) ELISA • Professional English • Accounts of professional life • Different varieties SACODEYL • 7 European languages • Youth language corpora • Two age groups • Examples: ELISA and SACODEYL • Interview format • Video clips with transcript • Communicatively relevant topics, e.g. in SACODEYL topics outlined in the Common European Framework • Elicitation process: briefing informants and prompting them during the interview, ensuring naturally flowing discourse
  15. 15. Corpus creation (1) Topic Interview questions Age CEF Gramm. functions Holidays 1. Where did you spend your last holidays? 13-15 16-18 A2 can describe past activities, personal experiences Past tense 2. What are your plans for the next holidays? 13-15 B1 can describe dreams, hopes and ambitions Future Conditonal Modal verbs Plans for the future 1. What are your plans for your career? 16-18 B1 can explain/give reasons for my plans, intentions and actions Future 2. On what grounds do you decide? 16-18 B2 can speculate about causes, consequences, hypothetical situations Conditional Modal verbs Example of topics in SACODEYL
  16. 16. Corpus creation (2) Markup Pedagogic annotation XML files TEI-compliant corpora Transcription CONTINUUM RAW, ORTHOGRAPHIC TRANSCRIPTION – ANNOTATED CORPORA
  17. 17. Corpus creation (3) Markup Pedagogic annotation XML files TEI-compliant corpora Transcription SACODEYL TRANSCRIPTOR SACODEYL ANNOTATOR
  18. 18. Corpus creation (3)SACODEYL TRANSCRIPTOR
  19. 19. [METADATA] Title: La Unión Europea une a los ciudadanos Date Recording:2006-11-05 Date Transcription:2007-02-02 Locale:I.E.S. Floridablanca,Murcia, España Principal Investigator: Pascual Perez-Paredes Researcher:Pascual Perez-Paredes Transcriber: Encarnación Tornero Valero Editor: Autority: SACODEYL Project ID: Language:ES MediaFileName:ES02.avi Participants: person:Chico name: role: Entrevistado sex: Hombre age: 16 description: person: E name: Andrés Mercader Rodríguez role: Entrevistador sex: Hombre age: 32 description: [/METADATA]
  20. 20. Corpus query • Query options will support text- and corpus-based exploration and include e.g. – Easy access to entire interviews – A topic index supporting the analysis of similar sections across interviews ("topic concordances") – Other indices based on the annotation categories – Ready-made data (e.g. frequency lists of each interview; selective concordances) – A concordancer for extended/advanced search; adapted to pedagogical requirements
  21. 21. Corpus delivery • Effective delivery as a further prerequisite for integration into curriculum • In SACODEYL, use of Moodle platform, giving access to: – Corpora (query interfaces) – Resources (exercises and activities)
  22. 22. Summary • Method outlined is transferable to other pedagogical contexts, topics, languages • Method helps to use corpora more efficiently in pedagogical contexts – from sporadically used resource to systematic exploitation • Corpus creation complies with standards to facilitate reuse of corpora for other contexts (research)
  23. 23. Developing corpus-based resources for language learning: looking back in "hope” Growing up
  24. 24. http://webapps.ael.uni-tuebingen.de/backbone-search/faces/initialize.jsp
  25. 25. http://www.um.es/backbone
  26. 26. Developing corpus-based resources for language learning: looking back in "hope” Young adults
  27. 27. www.tellop.eu
  28. 28. TELL-OP is a Strategic Partnership that seeks to promote the take- up of innovative practices in European language learning (Data Driven Learning, DDL) by supporting personalised learning approaches that rely on the use of ICT & OER by bringing together the knowledge & expertise of European stakeholders in the fields of language education, corpus & applied linguistics, e-learning & knowledge engineering in order to promote cooperation & contribute to unleash the potential behind already available web 2.0 services to promote the personalized e-learning of languages in the contexts of higher & adult education, in particular, through mobile devices.
  29. 29. Developing corpus-based resources for language learning: looking back in "hope” Maturity
  30. 30. -Pedagogic potential of corpora in underexploited -Intuition is based on research- frameworks -Poor guidance -No AI and other misaffordances
  31. 31. Pascual Pérez-Paredes English Studies, U. Murcia www.perezparedes.es @perezparedes

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