DISCOVERIES Teaching collocations through corpus concordance lines.
How to develop effective concordance materials using online corpus
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Transcript of How to develop effective concordance materials using online corpus
Sooin Chun Dankook University
Benefits
1. Improving linguistics knowledge (vocabulary & grammar: lexico-grammartical knowledge)
2. Enhancing cognitive skills(Inductive thinking skills)
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Benefits1. Improving linguistics knowledge (vocabulary &
grammar: lexicogrammartical knowledge)
2. Enhancing cognitive skills(Inductive thinking skills)
For developing language competence of young learners in low proficiency level (Chun, 2011, 2013, 2014)
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Benefits- Achieving 6 levels of learning goals by Marzano (2001)
System Level FunctionSelf 6 Examining motivation/efficiency/importance of knowledge
Meta-cognitive 5 Specifying learning goals/monitoring accuracy & clarity
Cognitive 4 Knowledge utilization (decision-making/problem-solving/investigation)
3 Analysis (matching/classifying/error analysis/generalizing/specifying)
2 Comprehension (synthesis/representation)
1 Retrieval (recall/execution)
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Difficulties1. Text difficulty in corpus (Chamber, 2007)
2. Expertise in corpora & tools (Bernardini, 2002; Gavioli, 2005; Chun, 2012)
3. Time consuming in inductive learning (Farr, 2008)
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Deductive DDL- “Helping beginners to conduct DDL easy using paper-based concordance materials” (Boulton, 2008; Cresswell, 2007; Johns & King, 1990)
- Related research (Boulton, 2009a, 2009b, 2010, 2012)
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• Which corpus?
• What components in?
• What learning goal?
How should they be made?
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Types of corpus
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Physical conditions Contents (texts)
• Installation • Texts
- PC - Online
- General corpus - Specialized corpus
• Size • Timing
- Large corpus - Small/pedagogical corpus
- Dynamic corpus - Static corpus
Characteristics of a corpus:- Representativeness: “Does the collected texts represent a language,
a target population?” (Biber, 1993)
- Balance : “Does the corpus include enough samples in a
certain of text categories?“ (McNery, Xiao & Tono, 2006)
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Building a corpus:
- Sampling: “What texts are sampled for representativeness
and balance of corpus?“ (McNery, Xiao & Tono, 2006) Collecting representative samples from
a population (McNery, Xiao & Tono, 2006) Sooin Chun, 2014 KAMALL
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How should concordance materials be made?
- As a micro-corpus for inductive DDL
- To possess the representativeness & balance in a general corpus
For learning general language rules:
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Examples in the previous research (Chun, 2013, 2014)
1) Example 1 (Chun, 2013) 2) Example 2 (Chun, 2014a)
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1) Example 1 (Chun, 2013)
• 70 high school students• 68 students described 1 type of rules in meaning; 2 did both form and meaning, biased rules based on the red framed text samples.
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Needs for muliti-demensional aspects for collecting concordance samples
1. Diversity in meanings (diverse types of text: genres)
2. Diversity in forms (POS)3. Frequency
Diverse types of word knowledge
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2) Example 2 (Chun, 2014)
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• Diverse frequency in the blue framed 1• Diverse forms in the blue framed 2• Diverse meanings in the blue framed 3
1 2 3
Methods:1. Choosing tool (Chun, 2014b): - Online corpus: COCA (general corpus / dynamic corpus / large corpus)
Words And Phrase Frequency List
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http://www.wordandphrase.info/frequencyList.asp
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Methods:
2. Target words: win & beat
Table 1. Search results form COCA
Target words POS Total Spoken Novel Magazine Newspapers Journals
win Verb 120447 27427 8781 23850 52591 7798Noun 10937 1311 514 1805 6855 452
beat Verb 41625 7897 8963 9738 13493 1534Noun 13814 1104 8219 1785 1687 1019
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Visualizing the results on Win & Beat Fig. 1 3 Dimensional observation of win & beat
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Methods:3. Developed materials:
(Chun, 2014a)
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Results: - Students’ reports:
More findings in conclusion
1) More descriptions on forms 2) More descriptions on meaning
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Results: 1. More descriptions on forms
예문 1) “… 맞았다고 할 때 수동태 과거분사 beaten 이 쓰였고…”예문 2) “…despite 뒤에는 winning 이 쓰임 .....”예문 3) “…win 의 과거는 won 이다 . 그런데 beat 과거형은 예문
에 없는 것 같다 . 잘 모르겠다…”
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Results:
2. More descriptions on meaning예문 6) “…win 은 우승하다 , 얻다 , 수상하다로 쓰이고 , beat 는
더 강한 뜻 같다 . 물리쳤다 같이 . 또 맞았다 처럼도
쓰인다”예문 7) “…win 과 beat 의 차이는 , win 은 모두 좋게 이기다 , 승
리하다 같이 쓰이고 , beat 는 나쁜 뜻에 쓰이는 것 같다 . 이
긴다고도 쓰이고 , 친다고 (A-3), 두드려 맞았다 (A-6)…”예문 8) “… 차지하다 (A-4) 라는 뜻이 있다는 걸 알게 됨 . … 또
한 B-8 과 B-5 를 통해 ‘누르다’라는 의미가 있는 것 같음 .”
많은 학생 은 아니지만 , 일부 (2 명 ) 는 장르의 특성도 간략히
언급하였다 .예문 9) “…win 은 구어체에서 많이 쓰이고…”
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Conclusion:
- Concordance samples affect their findings & inductive results
Needs for appropriate materials, helping learners to learn general language rules
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Suggestions:
Essential factors for developing a concordancematerials:
1) Understanding the target corpus
2) Sampling concordances to build a micro-corpus
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Suggestions:
Essential factors for developing a concordancematerials:
If necessary, 1) Developing a material to learn general rules
first (using a micro-corpus)2) Developing a following material to learn
particular rules as a next step (using a micro-specialized corpus)
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Summary: Procedures for developing the materials
27Sooin Chun, 2014 KAMALL International Conference
Biber, D. (1993). Representativeness in corpus design. Literary and Linguistic Computing, 8(4), 243-257.Boulton, A. (2008). Looking for empirical evidence of data-driven learning at
lower levels. In B. Lewandowska-Tomaszczyk (Ed.), Corpus linguistics, computer tools, and applications: State of the art (pp. 581-598). Frankfurt: Peter Lang.
Boulton, A. (2009a). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1), 37-51.
Boulton, A. (2009b). Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1), 1-28.
Boulton, A. (2010). Data-driven learning: taking the computer out of the equation. Language Learning, 60(3). 534-572.
Bouton, A. (2012). Language awareness and medium-term benefits of corpus consultation. In A. Gimeno Sanz (Ed.), New-trends in Computer-Assisted Language Learning: Working together (pp. 39-46). Madrid: Macmillan ELT.
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Chamber, A. (2007). Popularising corpus consultation by language learners and teachers. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp. 3-16). Amsterdam: Rodopi.
Chun, S. (2013). High school students’ inductive vocabulary learning by using concordances: a study on the use of inductive thinking skills. English
Language & Literature Teaching, 19(4), 353-374.Chun, S. (2014a). How to Develop Effective Paper-based Concordance
Materials for DDL. Studies in English Education, 19(1), 127-156.Chun, S. (2014b). Exploring the usefulness of Frequency List for developing concordance materials. The journal of foreign studies, 28, 111-138.Cresswell, A. (2007). Getting to ‘know’ connectors: Evaluating datadriven
learning in a writing skills course. In E. Hidalgo, L.Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp.
267-287). Amsterdam: Rodopi.
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Farr, F. (2008). Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users. Language Awareness, 17(1), 25-43.
McEnery, T., Xiao, R., & Tono, Y. (2006). Corpus-based language studies. N.Y: Routledge.
Marzano, R. J. (2001). A new taxonomy of educational objectives. A. L. cost (Ed.), Developing minds: a resource book for teaching thinking (pp. 181-188). Alexandria , VA: Association for supervision and curriculum development.
Sinclair, J. (2004). Developing linguistic corpora: a guide to guide to good practice corpus and text—Basic principles. Retrieved from http://ota.ahds.ac.uk/documents/creating/dlc/chapter1.htm
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Q & AQ & A
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Thank you.Thank you.
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