Pedagogical applications of corpus data for English for General and Specific Purposes

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Pascual Pérez-Paredes Universidad de Murcia, Campus Mare Nostrum

Université Catholique de LouvainFIAL (conférence ouverte aux chercheurs et étudiants): Mercredi 4 décembr 12h45 (local ERAS 56).

Pedagogical applications of corpus data for English for General and Specific PurposesUniversité Catholique de LouvainFIAL (conférence ouverte aux chercheurs et étudiants): Mercredi 4 décembr 12h45 (local ERAS 56).

perezparedes.blogspot.com

Outline1. Background: corpora2. The SACODEYL- BACKBONE approach

at a glance3. Getting down to annotating

1. Backbone Annotator: download and installation

2. Texts and CMT 3. Guided annotation

1. BACKBONE2. Specific purposes: LADEX

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.aspsacodeyl.inf.um.es/sacodeyl-search/

webapps.ael.uni-tuebingen.de/backbone-search/

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

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.

Imagine …..today

•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

•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.

Linguistic analysis of interest in FLT

------>Linguistics comes first

------->DDL materialsConcordances

and corpus Researcher/Linguist

End user

What is possible..(Alcáraz and

Pérez-Paredes2008)

•Pedagogical analysis (and annotation) of language corpora

------>Pedagogy comes first

------->Pedagogy-driven

•Pedagogical analysis (and annotation) of language corpora

------>Pedagogy comes first

------->Pedagogy-driven

Material developer/Teacher

/ LearnerEnd user

What is feasible..(Alcáraz and

Pérez-Paredes2008)

Corpus

LanguageData

Annotation

Language

Metadata

Pedagogy

www.um.es/sacodeyl

sacodeyl.inf.um.es/sacodeyl-search/

•Default annotation tree has been developed by the teachers & researchers in SACODEYL

What categories does this defaultcategory tree contain ?

TopicsGrammaticalLexicalStyleCEF Level….

Annotator friendly GUI

Multilanguage

•Supports a real multilingual annotation

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

TEI Tools (Research)

•TeiPublisher“This tool is a XML-based repository thatallows the publication of TEI corpora to thepublic community and offers a search tool.”

•Dexter“This is other annotator tool that used TEI as the format for the annotated files.”

•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)

•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.”

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”

•XAIRAXAIRA (XML Aware Information Retrieval Architecture) is an open source tool for constructing high-quality linguistically-motivated search interfaces to large collections of XML documents.

•The XAIRA search

TEI Tools (Classroom)

•A more interesting orientation.

How I can use the Annotation in the classroom?

Backbone Search Toolwww.um.es/backbone

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..

How do I create a corpus?

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

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)

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)

Selecting the text to annotate

• Select a document and annotate it

1. Open document…

2. Select the document

Information shown in the working document

•Section Number•Applied Categories to this

section (Annotations)•Speaker (only in oral text)•Transcription

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.

Intuitive Annotation Process•Drag and Drop to Annotate a Section

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)

What are Keywords? •BACKBONE Annotator supports the

annotation of keywords•Just select text and apply a category by

right-clicking

Selective View

•Offers a selective view of the information in order to facilitate the organization.

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)

Extensible annotation•Supports customization

of the annotation

•User can add his/her own annotation taxonomy or remove any annotation category

How can I add a new category?

▫Select the parent category. (i.e. Topics)

▫Press Add Cat. Button.▫Fill in

How can I remove a category?

Select the category to remove (i.e. Topic)

Be careful …All the associated children

will be removed alsoAll the annotation with the

tags will be removed alsoPress Delete Cat. Button.

How can I reorder the categories?

Select the category to reorder (i.e. Topic)

Press Up Cat or Down Cat. to move it.

How can I customize a category?

Select the category to customize (i.e. Topic)

Press double click

Can I manage metadata?

What if I find mistakes?•Supports edition of the inserted texts.•Uses XML TEI standard for encoding

corpora.

Integration

•Backbone Annotator is integrated with▫Backbone Transcriptor▫Backbone CMT▫Backbone Search ▫SACODEYL VRP

Resource Management•Offers

enrichment of text with external resources

• i.e. html links, videos, audios, etc.

Where is the information stored?•Remember: All the information is store in one file. The corpus file which you have created.

Corpus

LanguageData

Annotation

Language

Metadata

Pedagogy

Make your corpus collaborative

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

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.

• 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.

•LADEX Annotator (Multilingual automatic tagging) + Manual collaborative annotation

•http://www.um.es/languagecorpora

Annotation Aim•Why are you annotating?•What is the purpose of your annotation?•What use are you giving to your

annotation?

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

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)

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) 25-47.

• 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

Pedagogical applications of corpus data for English for General and Specific Purposes

Education