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TALC 2008 Workshop 1 - Teaching and Language Corpora

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Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora

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TALC 2008 Workshop 1 - Teaching and Language Corpora

  1. 1. TaLC 08 Workshop 1 Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain
  2. 2. TaLC 08 Workshop Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora Aims Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain
  3. 3. Aims of this workshop
  4. 4. TaLC 08 Workshop Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora Workshop Structure Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain
  5. 5. Workshop Structure <ul><li>Introducing the workshop background </li></ul><ul><li>Overview of the annotation tool: SACODEYL Annotator </li></ul><ul><li>Getting down to annotation: annotating a text (1) </li></ul><ul><li>Coffee Break </li></ul>
  6. 6. Workshop Structure <ul><li>Getting down to annotation: annotating a text (2) </li></ul><ul><li>Exploiting our Annotations </li></ul><ul><li>Discussion and debate </li></ul>
  7. 7. TaLC 08 Workshop Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora 1. Introduction Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain
  8. 8. Introduction <ul><li>Braun (2005, 2007): pedagogically motivated corpora </li></ul><ul><li>(a) provide a more systematic range of material than individual texts or scattered collections of activities and, if well-designed, (b) offer a wider range of idiolects than the average material. </li></ul>
  9. 9. Introduction <ul><li>Braun (2006) states that thematic annotation , including topic keys and section titles , are particularly useful in the implementation of pedagogically motivated corpora </li></ul>
  10. 10. Introduction
  11. 11. Introduction <ul><li>Pérez-Paredes & Alcaraz (2009, forthcoming) </li></ul><ul><li>For the time being, the natural corpus playground continues to be tertiary education. </li></ul><ul><li>Our proposal: </li></ul><ul><li>XML >>CL in the language classroom. </li></ul><ul><li>The resulting annotated corpus can be seen as being integrative of language data and annotated pedagogy. The former is the liquid, the latter is the container. The interesting aspect here is that pedagogy can be annotated and, subsequently, accessed by corpus users. </li></ul>
  12. 12. Introduction
  13. 13. Introduction
  14. 14. Introduction Linguistic analysis of interest in FLT ------> Linguistics comes first -------> DDL materials Concordances and corpus Researcher/Linguist End user The possibilities Scenario (Alcáraz and Pérez-Paredes 2008)
  15. 15. Introduction <ul><li>Pedagogical analysis (and annotation) of language corpora ------> Pedagogy comes first -------> Pedagogy-driven DDL </li></ul>Material developer/Teacher/ Learner End user The feasibility Scenario (Alcáraz and Pérez-Paredes 2008)
  16. 16. TaLC 08 Workshop Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora 2. Overview of the annotation tool: SACODEYL Annotator Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain
  17. 17. Summary <ul><li>What is SACODEYL Annotator? </li></ul><ul><li>How can I install SACODEYL Annotator? </li></ul><ul><li>Overview </li></ul><ul><ul><li>Corpus Management </li></ul></ul><ul><ul><li>Category Management </li></ul></ul><ul><ul><li>Annotation Management </li></ul></ul><ul><ul><li>Metadata Management </li></ul></ul>
  18. 18. What is SACODEYL Annotator? <ul><li>SACODEYL Annotator … </li></ul><ul><ul><ul><li>Is a free and open source tool for annotating texts </li></ul></ul></ul><ul><ul><ul><li>Has been developed from the pedagogical perspective (not morpho-sintactic tagging oriented) </li></ul></ul></ul><ul><ul><ul><li>Offers support for pedagogical annotation in texts </li></ul></ul></ul><ul><ul><ul><li>Supports the customization of the annotated tags according to the necessities of the teacher. </li></ul></ul></ul>
  19. 19. How can we install it? <ul><li>In the SACODEYL Web Page </li></ul><ul><li>www.um.es/sacodeyl </li></ul><ul><li>Platform-independent </li></ul><ul><li>(Remember to download the examples too) </li></ul>
  20. 20. A) In the desktop B) In Program Files  SACODEYL Tools Where has it been installed?
  21. 21. Overview Categories Management Menus and Corpus Management Annotation Area Metadata Management
  22. 22. Corpus Management <ul><li>We can … </li></ul><ul><ul><li>Create a new corpus </li></ul></ul><ul><ul><li>Open an existent corpus </li></ul></ul><ul><ul><li>Save the current annotation changes </li></ul></ul>
  23. 23. Creating a new corpus I
  24. 24. Creating a new corpus II <ul><li>A new corpus ALWAYS has a default category tree. </li></ul><ul><li>Default tree has been developed by the teachers of SACODEYL Project </li></ul>
  25. 25. What categories does this default category tree contain ? Topics Grammatical Lexical Style CEF Level ….
  26. 26. How can I add a new document to the current corpus? <ul><li>Press in … </li></ul><ul><li>Select the text format/encoding </li></ul><ul><li>Select the new document </li></ul>
  27. 27. What does the text format mean? <ul><li>This is the manner in which the text is laid out in the file. </li></ul><ul><li>Mainly 3 text formats are supported: </li></ul><ul><ul><li>Plain text (written) .txt </li></ul></ul><ul><ul><li>Oral text in SACODEYL Transcriptor format </li></ul></ul><ul><ul><li>XML text in TEI standard format </li></ul></ul><ul><ul><li>(text in special XML files) </li></ul></ul>
  28. 28. What does the text encoding mean? <ul><li>This is the form in which the text is stored (related to the Multilanguage). </li></ul><ul><li>(In Windows ANSI by default) </li></ul>
  29. 29. Adding our example <ul><li>Our example file is en17.txt </li></ul><ul><ul><li>This file has a SACODEYL Transcriptor format </li></ul></ul><ul><ul><li>Has been encoded with multilingual support encoding format (UTF-16) </li></ul></ul><ul><li>Save the changes!!!! </li></ul>
  30. 30. Selecting the text to work with <ul><li>Now we can insert a great amount of texts in the same corpus. </li></ul><ul><li>We can select one and annotate it. </li></ul><ul><li>Press … </li></ul><ul><li>Select the document </li></ul>
  31. 31. Friendly Appearance <ul><li>Pedagogical orientation </li></ul>
  32. 32. Information showed in the working document <ul><li>Section Number </li></ul><ul><li>Applied Categories to this section (Annotations) </li></ul><ul><li>Speaker (only in oral text ) </li></ul><ul><li>Transcription </li></ul>
  33. 33. What is a section? <ul><li>Is a stretch of text that is pedagogically motivated. </li></ul><ul><li>A fragment that could be useful in a classroom </li></ul><ul><li>A section can be established in any kind of text (oral and written) with the insertion of the special char (#) for division of texts into sections. </li></ul>
  34. 34. Intuitive Annotation Process <ul><li>Drag and Drop to Annotate a Section </li></ul>
  35. 35. Keywords <ul><li>SACODEYL Annotator supports the annotation of keywords at any kind of level </li></ul><ul><li>Just select text and apply a category by right-clicking </li></ul>
  36. 36. What is a Keyword? <ul><li>“… [a] keyword is a stretch of language (a word, more than one word or a whole paragraph) that the annotator associates to a category… ” </li></ul><ul><li>Pérez-Paredes and Alcaraz, ReCALL, Jan. 2009 Vol 21. (1) (Forthcoming) </li></ul>
  37. 37. Selective View <ul><li>Offers a selective view of the information in order to facilitate the organization. </li></ul>
  38. 38. Annotating a Title <ul><li>Drag and Drop the special “Title” category to the desired section. </li></ul><ul><li>The title is rendered by a </li></ul><ul><li>tool tip when placing the cursor on the section. </li></ul><ul><li>(No tool tip = No title) </li></ul>
  39. 39. Multilanguage <ul><li>Supports a real multilingual annotation </li></ul><ul><li>May use texts in any language </li></ul>
  40. 40. Extensible <ul><li>Supports customization of the annotation </li></ul><ul><li>User can add his/her own annotation taxonomy or remove any annotation category </li></ul>
  41. 41. How can I add a new category? <ul><ul><li>Select the parent category. (i.e. Topics) </li></ul></ul><ul><ul><li>Press Add Cat. Button. </li></ul></ul><ul><ul><li>Fill the dialog </li></ul></ul>
  42. 42. How can I remove a category? <ul><ul><li>Select the category to remove (i.e. Topic) </li></ul></ul><ul><ul><li>Be careful … </li></ul></ul><ul><ul><ul><li>All the associated children will be removed also </li></ul></ul></ul><ul><ul><ul><li>All the annotation with the tags will be removed also </li></ul></ul></ul><ul><ul><li>Press Delete Cat. Button. </li></ul></ul>
  43. 43. How can I reorder the categories? <ul><ul><li>Select the category to reorder (i.e. Topic) </li></ul></ul><ul><ul><li>Press Up Cat or Down Cat. to move it. </li></ul></ul>
  44. 44. How can I customize a category? <ul><ul><li>Select the category to customize (i.e. Topic) </li></ul></ul><ul><ul><li>Press double click </li></ul></ul>
  45. 45. Can I manage metadata for the working text?
  46. 46. What if I find mistakes? <ul><li>Supports edition of the inserted texts. </li></ul><ul><li>Uses XML TEI standard for encoding corpora. </li></ul>
  47. 47. Multilingual Interface <ul><li>Available in many languages </li></ul><ul><li>You could also add your language for the interfaces </li></ul>
  48. 48. Has a detailed help tutorial
  49. 49. Integration <ul><li>SACODEYL Annotator has been integrated with: </li></ul><ul><ul><li>SACODEYL Transcriptor </li></ul></ul><ul><ul><li>SACODEYL Search </li></ul></ul><ul><ul><li>SACODEYL VRP </li></ul></ul>
  50. 50. Resource Management <ul><li>Offers enrichment of text with external resources </li></ul><ul><li>i.e. html links, videos, audios, etc. </li></ul>
  51. 51. Where is the information stored? <ul><li>Remember: All the information is store in one file. The corpus file which you have created. </li></ul>
  52. 52. Advanced Features <ul><li>There are more advanced features… </li></ul><ul><ul><li>How can I establish the default category tree for a new corpus? </li></ul></ul><ul><ul><li>When a have a lot of documents in the same corpus, how can I reorder the documents in the list of the available texts? </li></ul></ul><ul><ul><li>… .. </li></ul></ul><ul><ul><li>Visit our web site for updates www.um.es/sacodeyl </li></ul></ul>
  53. 53. TaLC 08 Workshop Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora 3. Getting down to annotation: annotating a text Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain
  54. 54. Annotation Aim <ul><li>Why are you annotating? </li></ul><ul><li>What is the purpose of your annotation? </li></ul><ul><li>What use are you giving to your annotation? </li></ul><ul><li>We assume you are annotating a text for your own students’ language learning purposes </li></ul>
  55. 55. Annotation Aim <ul><li>We assume you are annotating a text for your own students’ language learning purposes </li></ul>The best way to learn to walk is walk!!!! Watch the video while you read the transcript of an interview which belongs to the English SACODEYL Corpus. A talk with Mike, 15, about his interest in football and art, his cooking skills and plans for the future. Video length: 10:47
  56. 56. TaLC 08 Workshop Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora 4. Exploiting our annotations Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain
  57. 57. What is the output of SACODEYL Annotator? <ul><li>A corpus stored in XML TEI format that contains: </li></ul><ul><ul><li>Texts (one text in our case) </li></ul></ul><ul><ul><li>Annotations over the text </li></ul></ul><ul><ul><li>The category tree (shared by all the texts) </li></ul></ul><ul><ul><li>Resources linked to the texts </li></ul></ul><ul><ul><li>Metadata associated to texts </li></ul></ul>
  58. 58. What is XML TEI format? <ul><ul><li>TEI  Text Encoding Initiative </li></ul></ul><ul><ul><li>This is a format for storing corpora </li></ul></ul><ul><ul><li>Has been promoted by OTA </li></ul></ul><ul><ul><li>(Oxford Text Archive) </li></ul></ul><ul><ul><li>Is a continuously growing format (more than 50 versions released yet, currently TEI P5) </li></ul></ul><ul><ul><li>Is rapidly spreading among the available tools </li></ul></ul>
  59. 59. TEI Tools (Research) <ul><li>TeiPublisher </li></ul><ul><ul><li>“ This tool is a XML-based repository that </li></ul></ul><ul><ul><li>allows the publication of TEI corpora to the </li></ul></ul><ul><ul><li>public community and offers a search tool.” </li></ul></ul><ul><li>Dexter </li></ul><ul><ul><li>“ This is other annotator tool that used TEI as </li></ul></ul><ul><ul><li>the format for the annotated files.” </li></ul></ul>
  60. 60. TEI Tools (Research) <ul><li>Oxygen XML Editor and XMLSpy </li></ul><ul><ul><li>“ These are XML Editors that allows the modification of the TEI files without any limitation” </li></ul></ul><ul><ul><li>(These are complex for non-advanced users) </li></ul></ul>
  61. 61. TEI Tools (Research) <ul><li>TAPoR (http://portal.tapor.ca/ ) </li></ul><ul><ul><li>“ The Text Analysis Portal for Research </li></ul></ul><ul><ul><li>(TAPoR) is a gateway to tools for sophisticated </li></ul></ul><ul><ul><li>analysis and retrieval, along with representative </li></ul></ul><ul><ul><li>texts for experimentation.” </li></ul></ul>
  62. 62. TEI Tools (Research) <ul><li>TokenX http://www.unl.edu/libr/etext/tokenx.shtml </li></ul><ul><li>“ Is a text visualization, analysis, and play </li></ul><ul><li>tool” </li></ul><ul><li>WordHoard http://wordhoard.northwestern.edu/userman/index.html </li></ul><ul><li>“ Is a tool for annotating or tagging texts by </li></ul><ul><li>morphological, lexical, prosodic, and narratological </li></ul><ul><li>criteria and for determining frequency information” </li></ul>
  63. 63. TEI Tools (Research) <ul><li>XAIRA </li></ul><ul><li>XAIRA (XML Aware Information Retrieval </li></ul><ul><li>Architecture) is an open source tool for </li></ul><ul><li>constructing high-quality linguistically- </li></ul><ul><li>motivated search interfaces to large </li></ul><ul><li>collections of XML documents. </li></ul>
  64. 64. <ul><li>The XAIRA search with our example!!!! </li></ul>
  65. 65. TEI Tools (Research) <ul><li>CorpusReader http://panini.u-paris10.fr/~sloiseau/CR/ </li></ul><ul><li>“ Is a tool for extracting subcorpora, KWIC and </li></ul><ul><li>quantitative information from arbitrarily large </li></ul><ul><li>corpora in the TEI vocabulary. It intends to provide </li></ul><ul><li>ways for processing corpora containing milestoned </li></ul><ul><li>annotation. It provides mechanism for merging </li></ul><ul><li>several XML documents together”. </li></ul>
  66. 66. TEI Tools (Classroom) <ul><li>A more interesting orientation. </li></ul><ul><ul><li>How I can use the Annotation in the classroom? </li></ul></ul><ul><ul><li>SACODEYL Search Tool </li></ul></ul><ul><ul><li>www.um.es/sacodeyl </li></ul></ul>Don`t miss out “The SACODEYL Search Tool:´Exploiting corpora for language learning purposes. Room A3, 18:00 Friday, 4
  67. 67. TaLC 08 Workshop Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora 6. Discussion and debate Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain
  68. 68. Aims of this workshop re-visited
  69. 69. Discussion and debate <ul><li>Pedagogical annotation vs. Morphological tagging paradigm </li></ul><ul><li>Learner-centered vs. Researcher-oriented </li></ul><ul><li>Indirect applications of language corpora vs. Direct applications </li></ul><ul><li>Constraints of traditional CL in the languagge classroom </li></ul>
  70. 70. Discussion and debate <ul><li>Cognitive demands of traditional CL in the language classroom: learner as a reseacher and as a traveller </li></ul><ul><li>Is CL an extra hassle in language classrooms? (Mauranen 2004) </li></ul><ul><li>Customization of language corpus/collection of texts </li></ul><ul><li>Mediation role of corpus-based resources in the FLT classroom </li></ul><ul><li>Authenticity issues (Widdowson) </li></ul>
  71. 71. References and further reading <ul><li>Braun, S. 2005. “From pedagogically relevant corpora to authentic language learning contents”, ReCALL 17/1:47-64. </li></ul><ul><li>Braun, S. 2006. “ELISA - a pedagogically enriched corpus for language learning purposes”. In Corpus Technology and Language Pedagogy: New Resources, New Tools, New Methods , Frankfurt M: Peter Lang. (eds) 25-47. </li></ul><ul><li>Braun, S. 2007. “Integrating corpus work into secondary education: from data-driven learning to needs-driven corpora”. ReCALL 19/3: 307-328. </li></ul><ul><li>Mauranen, A. 2004.” Spoken - general: Spoken corpus for an ordinary learner”. In How to Use Corpora in Language Teaching , Sinclair, J. McH. (Ed), 89–105. </li></ul><ul><li>Pérez-Paredes, P. and Alcaraz, J.M. 2009. “Developing annotation solutions for online data-driven learning”. ReCALL,21,1, (Forthcoming). </li></ul><ul><li>Römer, Ute. (Forthcoming). “Corpora and Language Teaching”. In Corpus Linguistics. An International Handbook , Lüdeling, Anke & Merja Kytö (eds.). Berlin: Mouton de Gruyter. </li></ul><ul><li>Widdowson, H.G . 2003. Defining issues in English Language Teaching . Oxford: Oxford University Press. </li></ul>
  72. 72. TaLC 08 Workshop Thanks for your attention [email_address] [email_address] [email_address] Pascual Pérez-Paredes José M. Alcaraz Universidad de Murcia, Spain

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