FIAL (conférence ouverte aux chercheurs et étudiants): "Pedagogical applications of corpus data for English for General and Specific Purposes" le mercredi 4 décembre, 12h45 (local ERAS 56). UCL, Louvain-la-Neuve
HD Brown's Principles for Teaching Listening SkillsDaniel Beck
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
HD Brown's Principles for Teaching Listening SkillsDaniel Beck
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
Islamic Teacher Education Program's Principles of Pedagogy workshop conducted at ISNA West Education Forum by Shaykh Ramzy Ajem and Dr. Nadeem Memon on January 13th, 2012.
LoCloud Vocabulary Services: Thesaurus management introduction, Walter Koch a...locloud
This presentation provides an introduction to thesaurus management in the LoCloud Vocabulary Services given during the LoCloud training workshops. It provides an introduction to controlled vocabularies, thesaurus for information retrieval and interoperability, to SKOS, multilingual vocabulary issues and to the federated model adopted for thesaurus management within the LoCloud service, which is based in TemaTres. The presentation includes a list of the vocabularies that have been integrated within the LoCloud service. There is also a walk-through of MediaThread and how this was used in the vocabulary management training offered in the workshop.
Bridging Informal MOOCs & Formal English for Academic Purposes Programmes wit...Alannah Fitzgerald
Presented at the Teaching and Language Corpora (TaLC) Conference in Lancaster on July 23, 2014. Based on collaborative work with the FLAX Language Project (Shaoqun Wu and Ian Witten) and the Language Centre at Queen Mary University of London (Martin Barge, William Tweddle, Saima Sherazi).
I held this presentation at the first PKP Scholarly Publishing Conference in Vancouver Canada, on July 12th 2007. Check out the general conference blog if you want to know more about the event:
http://scholarlypublishing.blogspot.com/
You may also be interested in things marked with the "open-access" tag in my own blog:
http://corpblawg.ynada.com/
Multilingual vocabularies for the Web: Session on multilingual vocabularies, ...Daniel Vila Suero
In a global world, vocabularies enabled for multilingual environments are increasingly in demand. In this session, discussion will include applicable standards (and examples), with a possible outcome a charge to a small group to begin developing some best practices.
See http://wiki.dublincore.org/index.php/VocDay_workshop_in_Lisbon and http://wiki.dublincore.org/index.php/Agenda2
The second part of a day-long presentation made on November 3, 2009, covering various aspects of library cataloging, MARC records, FRBR, RDA, authority control, etc.
Application of Ontology in Semantic Information Retrieval by Prof Shahrul Azm...Khirulnizam Abd Rahman
Application of Ontology in Semantic Information Retrieval
by Prof Shahrul Azman from FSTM, UKM
Presentation for MyREN Seminar 2014
Berjaya Hotel, Kuala Lumpur
27 November 2014
TELL-OP for language learning: design & implementation
U. Giessen, Germany
Learner Language, Corpus Linguistics and Mobile Learning Workshop
TALC 2016
http://www.tellop.eu/tell-op-workshop/
English-medium instruction as a transformation policy.
Mesa redonda: La educación superior como espacio multilingüe y multicultural.
Higher Education as a multilingual and multicultural space
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Pedagogical applications of corpus data for English for General and Specific Purposes
1. Pedagogical applications of
corpus data for English for
General and Specific Purposes
Université Catholique de Louvain
FIAL (conférence ouverte aux chercheurs et étudiants): Mercredi 4
décembr 12h45 (local ERAS 56).
Pascual Pérez-Paredes
Universidad de Murcia,
Campus Mare Nostrum
2. Pedagogical applications of
corpus data for English for
General and Specific Purposes
Université Catholique de Louvain
FIAL (conférence ouverte aux chercheurs et étudiants): Mercredi 4
décembr 12h45 (local ERAS 56).
perezparedes.blogspot.com
3. 3
Outline
1. Background: corpora
2. The SACODEYL- BACKBONE approach at a
glance
3. Getting down to annotating
1.
2.
3.
Backbone Annotator: download and installation
Texts and CMT
Guided annotation
1. BACKBONE
2. Specific purposes: LADEX
5. 5
Corpus
Principled collection of texts representative of a
given language or reprsentative of a particular
language domain.
-Language research purposes
-Applied purposes: teaching, learning, dictionary
making, testing…
view.byu.edu/corpora.asp
sacodeyl.inf.um.es/sacodeyl-search/
webapps.ael.uni-tuebingen.de/backbone-search/
6. 6
Corpora in language education
ReCALL special issue: Researching uses of corpora for language teaching
and learning . Boulton & Pérez-Paredes (2014).
-Indirect uses: Thorndike and Lorge’s Teacher’s Word Book
of 30,000 Words (1944), West’s General Service List (1953),
or Gougenheim (e.g. 1958) and colleagues’ work on the
Français Fondamental
-Cobuild work led by John Sinclair (1987)
Routledge Frequency Dictionaries
Coxhead’s Academic Word List (2000)
Martinez and Schmitt’s (2012) Phrasal Expressions List
7. 7
TaLC Lancaster 1994
(1) computers and storage at the time were
improving dramatically;
(2) there was a new interest in authentic data and
usage in language education; and
(3) there was a consensus that learners were
adopting new, more active roles in their
learning process.
9. 9
• Braun (2005, 2007): pedagogically motivated
corpora
(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.
Braun (2006) : thematic annotation, including topic
keys and section titles, are particularly useful in the
implementation of pedagogically motivated corpora
11. 11
• Pérez-Paredes & Alcaraz (2009)
For the time being, the natural corpus playground
continues to be tertiary education.
Our motivation:
CL in the language classroom.
The resulting annotated corpus can be seen as being
integrative of language data and annotated pedagogy.
Pedagogy can be annotated and, subsequently, accessed by
corpus users.
12. 12
Linguistic analysis of interest in
FLT
------>
Linguistics comes first
------->
DDL materials
Concordances
and corpus
Researcher/Linguist
End user
What is possible..
(Alcáraz and
Pérez-Paredes
2008)
13. 13
• Pedagogical analysis (and annotation)
of language corpora
------>
Pedagogy comes first
------->
Pedagogy-driven
DDL
What is feasible..
Material
(Alcáraz and
developer/Teacher
/ Learner
Pérez-Paredes
End user
2008)
24. 24
Outline
1. Background: corpora
2. The SACODEYL- BACKBONE approach at a
glance
3. Getting down to annotating
1.
2.
3.
Backbone Annotator: download and installation
Texts and CMT
Guided annotation
1. BACKBONE
2. Specific purposes: LADEX
26. 26
What is XML TEI format?
▫ TEI Text Encoding Initiative
▫ This is a format for storing corpora
▫ Has been promoted by OTA
(Oxford Text Archive)
▫ Is a continuously growing format (more than 50
versions released yet, currently TEI P5)
▫ Is rapidly spreading among the available tools
27. 27
TEI Tools (Research)
• TeiPublisher
“This tool is a XML-based repository that
allows the publication of TEI corpora to the
public community and offers a search tool.”
• Dexter
“This is other annotator tool that used TEI as
the format for the annotated files.”
28. 28
TEI Tools (Research)
• Oxygen XML Editor and XMLSpy
“These are XML Editors that allows the
modification of the TEI files without any
limitation”
(These are complex for non-advanced users)
29. 29
TEI Tools (Research)
• TAPoR (http://portal.tapor.ca/)
“The Text Analysis Portal for Research
(TAPoR) is a gateway to tools for sophisticated
analysis and retrieval, along with representative
texts for experimentation.”
30. 30
TEI Tools (Research)
• TokenX
http://www.unl.edu/libr/etext/tokenx.shtml
“Is a text visualization, analysis, and play
tool”
• WordHoard
http://wordhoard.northwestern.edu/userman/index.html
“Is a tool for annotating or tagging texts by
morphological, lexical, prosodic, and
narratological
criteria and for determining frequency
information”
31. 31
TEI Tools (Research)
• XAIRA
XAIRA (XML Aware Information Retrieval
Architecture) is an open source tool for
constructing high-quality linguisticallymotivated search interfaces to large
collections of XML documents.
33. 33
TEI Tools (Classroom)
• A more interesting orientation.
How I can use the Annotation in the classroom?
Backbone Search Tool
www.um.es/backbone
34. 34
Outline
1. Background: corpora
2. The SACODEYL- BACKBONE approach at a
glance
3. Getting down to annotating
1.
2.
3.
Backbone Annotator: download and installation
Texts and CMT
Guided annotation
1. BACKBONE
2. Specific purposes: LADEX
35. 35
Download BACKBONE Annotator +
Install + CMT config
http://www.um.es/backbone/
Pérez-Paredes, P., and Alcaraz-Calero, J. M.
(2009). Developing annotation solutions for online
Data Driven Learning. ReCALL 21, 55..
37. 37
How can I add a new document to
the current corpus?
1.
Add document …
2. Select the text
format/encoding
3. Select the new
document
38. 38
What does the text format mean?
• Mainly 4 text formats are supported:
▫
▫
▫
▫
Plain text (written) .txt
Oral text in Backbone Transcriptor format
Oral text in SACODEYL Transcriptor format
XML text in TEI standard format
(text in special XML files)
39. 39
What does the text encoding mean?
This
is the form in which the text is stored
(related to the Multilanguage).
(In Windows ANSI by default)
40. 40
Selecting the text to annotate
•
Select a document and annotate it
1.
Open document…
2. Select the document
41. 41
Information shown in the working document
• Section Number
• Applied Categories to this section
(Annotations)
• Speaker (only in oral text)
• Transcription
42. 42
What is a section?
• Is a stretch of text that is “whateverly”
motivated.
• A fragment that could be useful in whatever
context
• 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.
44. 44
What is a Keyword?
• “… [a] keyword is a stretch of language (a
word, more than one word or a whole
paragraph) that the annotator associates to a
category…”
Pérez-Paredes and Alcaraz, ReCALL, 2009 Vol
21. (1)
45. 45
What are Keywords?
• BACKBONE Annotator supports the annotation
of keywords
• Just select text and apply a category by rightclicking
47. 47
Section title
• Drag and Drop the special “Title”
category to the desired section.
• The title is rendered by a
tool tip when placing the cursor on
the section.
(No tool tip = No title)
48. 48
Extensible annotation
• Supports customization of the
annotation
• User can add his/her own
annotation taxonomy or
remove any annotation
category
49. 49
How can I add a new category?
▫ Select the parent category.
(i.e. Topics)
▫ Press Add Cat. Button.
▫ Fill in
51. 51
How can I remove a category?
Select
the category to
remove (i.e. Topic)
Be careful …
All
the associated children will
be removed also
All the annotation with the
tags will be removed also
Press
Delete Cat. Button.
52. 52
How can I reorder the categories?
Select
the category to
reorder (i.e. Topic)
Press Up Cat or Down Cat.
to move it.
53. 53
How can I customize a category?
Select
the category to
customize (i.e. Topic)
Press double click
62. 62
Outline
1. Background: corpora
2. The SACODEYL- BACKBONE approach at a
glance
3. Getting down to annotating
1.
2.
3.
Backbone Annotator: download and installation
Texts and CMT
Guided annotation
1. BACKBONE
2. Specific purposes: LADEX
63. 63
Backbone
• Pedagogic Corpora for Content and Language
Integrated Learning. Insights from the
BACKBONE Project. The EUROCALL Review,
20, 2, September 2012
• Kurt Kohn, Applied English Linguistics,
University of Tübingen (Germany)
http://eurocall.webs.upv.es/index.php?
m=menu_00&n=news_20_2
65. 65
Outline
1. Background: corpora
2. The SACODEYL- BACKBONE approach at a
glance
3. Getting down to annotating
1.
2.
3.
Backbone Annotator: download and installation
Texts and CMT
Guided annotation
1. BACKBONE
2. Specific purposes: LADEX
66. 66
Specific uses: Legal-administrative
language and immigration
This
project aims at filling the existing gap between the linguistic
studies combining legal language characterisation and the cultural
and social implications of immigration, from a multilingual angle
(English, Italian, French and Spanish).
The
project will contribute to the definition of the immigrant in
each society, encouraging the debate on solidarity from a linguistic
perspective.
Our
starting point is the compilation, tagging and annotation of a
multilingual corpus comprising a collection of representative
documents used in immigration (UE and non-UE citizens), issued
by the different Public Administrations and institutions in Spain,
UK, France and Italy, ranging from 2007 to 2011.
67. 67
• 1. Compilation and organisation of legal-administrative
binding documents for immigrants in all the countries involved.
• 2. Contrastive analysis of all those terminological, phraseological
and discoursive aspects which can help us shape the cultural
identity of administrators and immigrants.
• 3. Multilingual study of the legal-administrative language analysed
in the research corpus textual typology.
• 4. Contrastive characterisation of the foreign user and cultural
implications.
69. 69
Annotation Aim
• Why are you annotating?
• What is the purpose of your annotation?
• What use are you giving to your annotation?
70. 70
Discussion and debate
• Pedagogical annotation vs. Morphological
tagging paradigm
• Learner-centered vs. Researcher-oriented
• Indirect applications of language corpora vs.
Direct applications
• Constraints of traditional CL in the languagge
classroom
71. 71
Discussion and debate
• Cognitive demands of traditional CL in the
language classroom: learner as a reseacher and
as a traveller
• Is CL an extra hassle in language classrooms?
(Mauranen 2004)
• Customization of language corpus/collection of
texts
• Mediation role of corpus-based resources in the
FLT classroom
• Authenticity issues (Widdowson)
72. 72
References and further reading
• Braun, S. 2005. “From pedagogically relevant corpora to authentic
language learning contents”, ReCALL 17/1:47-64.
• 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) 2547.
• Braun, S. 2007. “Integrating corpus work into secondary education: from
data-driven learning to needs-driven corpora”. ReCALL 19/3: 307-328.
• 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.
• Pérez-Paredes, P. and Alcaraz, J.M. 2009. “Developing annotation
solutions for online data-driven learning”. ReCALL,21,1, .
• Römer, Ute. (2008). “Corpora and Language Teaching”. In Corpus
Linguistics. An International Handbook, Lüdeling, Anke & Merja Kytö
(eds.). Berlin: Mouton de Gruyter.
• Widdowson, H.G. 2003. Defining issues in English Language Teaching.
Oxford: Oxford University Press.
perezparedes.blogspot.com