developing corpus-based resources for language learning: looking back in "hope"
TRANSCRIPT
Developing corpus-based resources for language learning:
looking back in "hope"
Pascual Pérez-ParedesEnglish Studies, U. Murcia
www.perezparedes.es@perezparedes
The future of Corpus Linguistics will largely be determined by its practical applications.
Guy Aston (2011:8)Perspectives on Corpus Linguistics
1. Early steps2. Growing up3. Young adults4. Maturity
Developing corpus-based resources for language learning: looking back in "hope"
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
Corpus linguistics: L1 & L2 corpora
1. British National Corpus (BNC)
2. Corpus of Contemporary American English (COCA)
3. MICUSP corpus of essays: micusp.elicorpora.info/
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.
The challenges (1)
CORPUS DESIGNTraditional reference corpora (content, size, data format,transcription, annotation, query)
CORPUS EXPLOITATIONData-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.
The challenges (2)
CORPUS DESIGNTraditionally: representation in written format
CORPUS EXPLOITATIONWork 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.
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
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
Corpus creation (1)Topic Interview
questionsAge CEF Gramm.
functions
Holidays 1. Where did you spend your last holidays?
13-1516-18
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
FutureConditonalModal 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
ConditionalModal verbs
Example of topics in SACODEYL
Corpus creation (2)
Markup
Pedagogic annotation
XML files
TEI-compliant corpora
Transcription
CONTINUUMRAW, ORTHOGRAPHIC TRANSCRIPTION – ANNOTATED CORPORA
Corpus creation (3)
Markup
Pedagogic annotation
XML files
TEI-compliant corpora
Transcription
SACODEYL
TRANSCRIPTOR
SACODEYL
ANNOTATOR
[METADATA]Title: La Unión Europea une a los
ciudadanosDate Recording:2006-11-05Date Transcription:2007-02-02Locale:I.E.S. Floridablanca,Murcia,
EspañaPrincipal Investigator: Pascual
Perez-ParedesResearcher:Pascual Perez-ParedesTranscriber: Encarnación Tornero
ValeroEditor:Autority: SACODEYL ProjectID:
Language:ESMediaFileName:ES02.aviParticipants: person:Chico name: role: Entrevistado sex: Hombre age: 16 description: person: E name: Andrés Mercader Rodríguez role: Entrevistador sex: Hombre age: 32 description:[/METADATA]
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
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)
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)
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.
-Pedagogic potential of corpora in underexploited-Intuition is based on research-frameworks-Poor guidance-No AI and other misaffordances
Pascual Pérez-ParedesEnglish Studies, U. Murcia
www.perezparedes.es@perezparedes