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Using Self-Compiled, Discipline-Specific Corpora as a Practical Learning-Research Tool for Developing Written Language Skills in English for Academic PurposesDaniel Lees Fryer, Oslo University College (OUC)

Researching Writing in Education and the WorkplaceNTNU, Trondheim, Norway, 14-15 April 2009

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Introduction Background and Learner

Needs/Rationale: English for Academic Purposes (EAP) and Corpus Linguistics

Addressing Learner Needs: Course in Corpus Linguistics for Non-Linguists

Proposed Course Design Challenges: Points for Discussion Contact Details and References

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EAP “to help non-native speakers of English

[NNS] master the functions and linguistic conventions of texts that they need to read and write in their disciplines and professions” (Hyon 1996: 698)

Genre-based teaching and research Common learner-identified need:

Improved knowledge of discipline-specific terms and phrases (OUC needs analysis forms)

EAP instructor’s background/skills

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Corpus Linguistics (CL) Data-driven research into

language use (general or specific)

Corpora in EAP---data-driven learning (DDL): traditionally, concordancing in general or “academic” corpora (BNC, MICASE, instructor compiled)

Additional need: Personalized, discipline-specific material

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Example: ConcordancingBNC: Sample results for compared to

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Addressing Learner Needs1) Improved knowledge of discipline-specific

terms (learner perceived) 2) Personalized EAP material (instructor

perceived)

Introductory course in CL for NNS PhD candidates and researchers (cf. Lee & Swales 2006)

Supplement to existing EAP courses for staff Expansion of “traditional” use of CL

techniques Self-compiled, discipline-specific corpora

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Proposed Course Design Short course: 3-4 sessions, c. 12 hours in total Overall aim: To develop increased awareness

of lexical, grammatical, and rhetorical conventions of own discourse community, and application of acquired skills beyond scope of course

Content:– online search techniques– analyzing freely available online corpora (BNC,

MICASE) - concordancing– using CL software (WordSmith, AntConc) to

analyze and compare various online/offline corpora - concordancing, keywords

– Compiling own corpora and applying above-mentioned techniques

– Workshop and individual presentations

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Challenges: For Discussion Identifying learners’ specific needs

Evaluating how CL can/should address these needs

Assessing learners’ technical competency/interest in CL

Designing and implementing a course in light of these needs/interests (software, CL techniques, types of corpora, pedagogical considerations, course duration)

Measuring potential learning outcomes Evaluating quality/relevance of corpora Reconciling top-down EAP vs. bottom-up CL Avoiding copyright infringement and DRM issues Considering role of EAP in general in addressing

need for terminology-based language learning

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Contact Details & ReferencesContact

Daniel Lees FryerOffice for Recruitment and Development Dept. of Organization and Human Resources Oslo University College, PO Box 4, St. Olavs plass NO-0130 Oslo, Norway

Tel.: +47 2245 2411; E-mail: dlfryer@gmail.com

ReferencesHyon, S. (1996). Genre in three traditions: implications for

ESL. TESOL Quarterly, 30, 693-722.Lee, D. & Swales, J. M. (2006). A corpus-based EAP course

for NNS doctoral students: moving from available specialized corpora to self-compiled corpora. English for Specific Purposes, 25, 56-75.