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8/7/2019 Schaeffer-Lacroix Foreign Language Text Revision DGfS 2011
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Eva Schaeffer-Lacroix
University of Paris 3 &
Lyce du Parc de Vilgnis, Massy (France)
Foreign language text revision
within a top-down andbottom-up framework.
Taking keywords in contextas a starting-point
for language observation.
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CONTENT OF THE TALK
Theoretical background
Choice of resources and tools
Research questions
Research setting Task set
Writing process and proposed activities
How French learners of German talk about concordances
and what they do with them Case study: Olivia
Results2
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THEORETICAL BACKGROUND
Writing, an intertextual activity
(Bronckart (1997: 111)
Idea of proliferationThe language offers a lot of ways to say something. It couldbe useful to give learners access to a large choice of possiblevariations.(Culioli (2002: 143)
Information retrieval, a cognitive activity
The large quantity of information must be reduced if youwant to exploit it for a specific task.(Chanquoy, Tricot et Sweller (2007: 35)
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CHOICE OF RESOURCES AND TOOLS
Why use genre-based corpora as writing aids?
They offer meaningful contexts.
They offer a certain choice of formulations in
similar contexts.(Three home-made small genre corpora)
Why use concordancers?
Concordancers help to reduce the text quantity,depending on specific revision needs.
(Text-Concordancer (v2); Sketch Engine; AntConc)4
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WHAT IS A CORPUS?
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portal
tool
dictionary translator
data bank
database
corpus
document Adocument
B
text B2text B1 text B3
document C
archive
service
Corpus model inspired by DeReKo (Deutsches ReferenzKorpus)IDS(Institut fr Deutsche Sprache) Mannheim
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WHAT DOES A CONCORDANCER DO?
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Es hat uns auerordentlich gefallen ; wirklich schn gemacht
hat unsererFamilie sehr gefallen .
uns hat es sehr gefallen , vor allem das Verkleiden
Mirhat die Musik gefallen (Charlotte, 6 Jahre).Mirgefllt das Museum wirklich gut
Keyword "gefallen" [like], combined with the query "pronoun".Sketch Engines Concordancer (Kilgarriffet al., nd).BootCat corpus Guestbook"
Other concordancers:
AntConc (Anthony), 2007)
Lexico3 (Fleury, Lamalle, Martinez & Salem, 2003)
Text-Concordancer (v2) (Cobb, nd)
http://www.lextutor.ca/concordancers/text_concord/http://www.lextutor.ca/concordancers/text_concord/http://www.lextutor.ca/concordancers/text_concord/http://www.lextutor.ca/concordancers/text_concord/8/7/2019 Schaeffer-Lacroix Foreign Language Text Revision DGfS 2011
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SKETCH ENGINE(KILGARRIFF & CO.)
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TEXT CONCORDANCER V2 (COBB)
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RESEARCH QUESTIONS
What happens if you ask 14-15 year old Frenchlearners of German (level A2/B1) to exploitconcordance lines based on genre corpora during textrevision sessions?
How do learners talk about concordance lines?
What do they do with keywords in context?
What effects on the revision methods can be observed? What effects on the learners texts can be observed? What learning outcomes can be obtained?
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EXPECTED RESULTS
Taking concordance line keywords as a startingpoint can lead to new reading and writing habits.This method fosters the capacity for informationselection.
If learners exploit concordance lines asintertexts, they are able to write texts whichresemble expert texts sufficiently.
Genre-based corpora complete (or even replace)the teachers information about the quality of thelearners texts. This fosters the learnersautonomy.
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RESEARCH AT WANDA LANDOWSKA HIGH SCHOOL
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Participants:
16 French speaking studentsAge: 14-15German as a foreign language4th year of L2
Writing projects:o Filmkritik - Film reviewso Projekt Prospekt
Three German texts resembling those published on tourism websites33 sessions (regular German class)
o Brieffreunde.orgPen pal ads
Resources, tools and machines:
Three small home-made corporaText concordancer (V2) and Sketch Engine
Computer room with Internet access (16 computers)Classroom with 1 computer linked to a beamer
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PEDAGOGICAL BACKGROUND
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Knowledge of genre, discours, and linguisticfeatures
Pedagogical tasks: three tourism texts
External data (genre corpora, concordance lines file)
Topdown
Bottom
up
Inspired by Norman & Rumelhart, 1975
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PROJEKTPROSPEKT- TASK SET
1. Visiting information
2. Guided tour for young people
3. Online guestbook comment
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WRITING PROCESS(HAYES & FLOWER, 1980)
Planning
Recognize the rhetorical structure of the text genre.
Identify typical chunks.
Formulate
Write the first draft.
Integrate identified rhetorical parts and chunks.
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WRITING PROCESS
Review
The teacher highlights the text parts whichneed revision.
She gives hints how to review the text (mainlyinformation about useful search words).
She encourages the student to find a solution bycomparing the draft to expert texts.
Edit
The layout was under the responsibility of thetechnology teacher. The students were
encouraged to print a tourism leaflet.
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NEW READING DIRECTIONS
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Erwachsene: 5,00 KINDER (ab 3 Jahre): 3,50
Speziell fr KINDER: Spielplatz
Behinderte / KLEINKINDER: ebenerdig, aber Naturwege
Visiting information corpus
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READING FROM THE TOP TO THE BOTTOM
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ein Pflichtfilm fr jeden der KLARINETTE spielt.
und sich in den Klang der KLARINETTE verliebt.
Nun spielt sie KLARINETTE, entwickelt Talent und bricht aus.
bin ich durch diesen Film zum KLARINETTE spielen gekommen
ihre Tante in Berlin die auch KLARINETTE spielt, lernt selbst das Spielen
Augenblicke anrhrende KLARINETTEN-MUSIK
Ich mag KLARINETTENMUSIK sehr
Wer Fan von dem KLARINETTISTEN Giora Feidman ist
Vicky (Film review project)
To review: *Klarinette Spielerin. Result: Klarinettenspielerin.
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OLIVIAS VISITING INFORMATION
Playmobil Funpark , ist 25.12 , 01.01, 01.05 geschlossen. (geschlossen)
24.12 und 31.12 , Schlieung von 16.00 . (Schlieung)
Montags 22 , 23 , 24 marz 2008 (Mrz)---------------------------------------------------------------------------------------------------The teachers comment:
Olivia,
review the highlighted parts with the help of concordance lines. Youwill find keywords (in brackets) which you can use for your queries.Observe what is written on the left and at right side of these keywords.Copy the text parts which suit your text.
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OLIVIA RESISTS
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Logbook, March 17th
Olivia doesnt see why she should use concordance lineswhen writing in German. The concordance seems todiscourage her ("Thats too time consuming"). She would
prefer to do queries with search engines or by consultingleisure park homepages. She told me that she found itdifficult to formulate things like "counter closed at xoclock". Indeed, which keyword could I advise her in thiscase?
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"VISITING INFORMATION" CORPUSffnungszeitenSommer (Mrz bis Oktober) 9 18:30 Uhr (letzter Einla 18 Uhr)
[Opening timesSummer (March to October) 9am 6:30pm (last entry at 6pm)]
ffnungszeitenKasse tglich von 9 Uhr bis mindestens 17 Uhr ().Besucher knnen so lange bleiben, wie sie mchten, und auch spterkommen, das Eingangstor steht nach Kassenschluss offen.
[Opening TimesCounter open daily from 9am to at least 5pm ().Visitors can stay as long as they wish and even come later,the gate remains open after the counter is closed.]
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TOP DOWN MEETS BOTTOM UP
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Logbook, May 6thThis morning, I bumped into Olivia. She told me that she hadjust spent some days in Germany and that she had discovered avariant for the word "ffnungszeiten" [opening times]: she hadspotted the formulation "geffnet von" [open from], and she
wanted to know if it is possible to say that in the "Visitinginformation" part. I am happy to see that Olivia linked what sheencountered in the classroom to what she observed outside of it.
Film review projectDiesmal haben alle 2* Rezensenten Recht!,24/01/08 von Olivia und Graldine
Original title:Diesmal haben alle 5* Rezensenten Recht!, 26. Juni 2006
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OLIVIAS TROUBLE WITH THE REVISION METHOD
E-Mail posted April 16th by OliviaJe crois , je dis bien je crois , que a commence tre a ... peut etre que par miracle , j' ai mmetout bon .... Je m' attaque quand mme ausecond sujet !! Courage !!!!!!!!! Jeudi !!!
[I believe, yes, I said "I believe", that I ambeginning to get it perhaps, through a miracle,the whole text is okay. I am going to face up tothe second task!! Courage !!!!!!!!! See you on
Thursday!!!]
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OLIVIAS TROUBLE WITH THE DATEESL : Alors qu'est-ce que tu peux faire
pour trouver une date l ?OLIVIA : Mais je cherche par le mois.ESL : Oui, voil, c'est une bonne ide.OLIVIA : Il y a ein Mai, ein Mai.(rit).ESL : Erster Mai. Tu vois comment ilsfont ?OLIVIA : Il mettent le jour et le mois.ESL : Voil, copie-le ().
ESL : Ce nest pas encore conforme. Ladate c'tait quoi ? Tu mets 22 virgule.OLIVIA : C'est pas une date, c'est lesplusieurs jours diffrents.ESL : Ah oui mais c'est le 22, 23 ilfaut un point chaque fois pour dire quec'est une date, tu vois.OLIVIA : Ah bon.
ESL: How could you manage to find a date
here?OLIVIA: I am looking for a month.ESL: Yes, good idea.OLIVIA: They write "one May, one May."(laughter).ESL: Erster Mai [First of May]. Can yousee how they put it?OLIVIA: They put the day and the month.ESL: Yes, copy that.
ESL: Thats not right yet. How was thedate? You put 22 comma.OLIVIA: Thats not a date, that isseveral different days.ESL: Well, yes but thats the 22nd , the23rd you need a dot to say that it is adate, you see.OLIVIA: Oh really ? 23
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CONCORDANCE OUTPUT PRESENTATION
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Text Concordancer V2
Sketch Engine
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GENRE CHARACTERISTICS OF GUIDED TOURS
Moves Discourse
intention
Linguistic
characteristics
Keywords or
punctuation
marks
Title Address the reader Infinitive formsImperative formsInterrogative
!?
Eye-catchingitem Address the reader Pronouns (2
nd pers.)InterrogativeImperative forms
du, wir, uns?!
Description of
the activities
Tell what will be
done/what wasdone in the past/what is planned,possible or allowedduring the visit.
present ; future ;imperfect
passive voice ;
impersonal pronoun
werden +infinitive
werden + pastparticipleman
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OLIVIAS GUIDED TOUR (V1)
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Hallo !! Komm in *der Playmobil Funpark!!! Was kannst du machen ??? Du kannstviel lachen, deine playmobil *herzustellen !
Du kannst ein *Riese playmobil *zu*besuchen ... Du kannst die *Hre , die*Kleide , die Schuhe *zu whlen!!! Kommschnell !!! Erwarten *dir *uns !!
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MOVE CONFORMITY OF OLIVIAS GUIDED TOUR
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Guided tours
features
Online guestbook comment
features
oTitle;o eye-catching item o description of the activity o visiting informationo . o , o !
o Personal detailso Say helloo Negative pointso Positive pointso Suggestion for improvemento Say good byeo ...o !!!o ???o :)o
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DISCOURSE FEATURES OF GUIDED TOURS
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Items containing exclamation
marks (learner corpus "Guided
tours")
Imperative
form
Reference to
a discourse
partner
(pronouns,
routines)
Strong
emotional
load
Zeichne deinen Manga!
Du hast Gelegenheit, deine Figuren zuzeichnen, deine Story zu schreiben unddein Manga zu verwirklichen! (Chlo)
Komm in den Playmobil FunPark!Du kannst viel lachen, deine Playmobilanfertigen!
Komm schnell!! (Olivia)
Hallo Kinder!!! (La)
x
x
x
x
x
x
x?
x
x?Total learner corpus: 23 "!"/963 words =2.38%
10 6 7
Total reference corpus: 10 "!"/3364 words = 0.29%
3 4 3
OLIVIAS GUESTBOOK
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OLIVIAS GUESTBOOKCOMMENT
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Underlined co-present parts;Red modified elements within co-present parts;
errors..
Yellow
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THE TEACHERS REMARKS
Olivia, tu as utilis plusieurs formules qui setrouvent aussi dans le corpus ou les concordancesauxquels tu avais accs lors du devoir sur table. Tuas su rajouter ou enlever des mots de faon souventjudicieuse. Certaines formules mritent d'tre mieux
intgres dans ton texte.
[Olivia, you have used several formulations whichexist also in the corpus or in the concordance lines towhich you had access during the test. You have
managed well to complete the co-present parts byadding or deleting words as necessary. Some of thecorpus formulations need better integration in yourtext.]
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CO-PRESENT ELEMENTS
Elements appearing in the guestbookreference corpus as well as in the learner
corpus
Averagenumber of
co-present
elements
(text unit =
100 words)
Simple words 3,82
Short chunks 4,42
Long chunks (separated by punctuation marks) 2,57
Non-modified elements 7,21
Successfully modified elements 2,07Non-acceptable modified elements 1,57
Total number of co-present chunks 6,99
Total number of co-present words 29,35
Average number of words in the learners comments 105,85
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THE LEARNERS TASK PREFERENCESGuided tour Guestbook comment
La I learnt how to give my opinion in
German about a museum I hadvisited.
Vicky We could write what we thoughtbecause we let "real" people speakmore direct style.
Camille We had to invent a lot whichallowed us to choose freelywhat to write. Even if I foundit difficult in the beginning (Iwas too attached to French), Ithink that we learnt the mostthings with this text.
Olivia That was more interesting,amusing and constructive.
Bottom up oriented Top down oriented
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LEARNER COMMENTS ABOUT CONCORDANCING
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Become aware of
linguistic and discourse
norms
Formulation aid Reduced cognitive
load
Olivia Less information to sortthrough than within adictionary
Graldine See differences betweenGerman and French syntax.Understand how the meaningis created in German.
Dictionary consultationis "too long, toocomplicated".
Alexa Find the German word order.Vicky Become aware of the
difference between normswhich exist for written andfor oral German.
Be able to "expresswhat you think".
Vicky Have a means to check ifwhat you have writtencorresponds to existingnorms.
Chlo Understand that there arethings which can be said inFrench, but not in the sameway in German.
More "natural" style;less writing errors.
Camille Discover its own errors. Identify and use"ready-made
formulations".
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INTERTEXTUAL WRITING PROCESS
Guestbook concordance
lines (reference corpus)
Camilles guestbook
comment (V4)
Modifications
Wir wrden uns FREUEN wenn
Sie uns auch knftig treu bleiben.
Meine Familie *mit mir
wrden uns *Freuen wenn Sieein Vesper geben knnten.
Search word:
capital letters >small letters
Ich FINDE alles total interessant. Aber wir haben alles totalinteressant gefunden!
Co-presentchunk completedby a conjunction.
Modified numberand modifiedtime.
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NEW GUIDANCE STYLE
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0 100 200 300 400 500 600
Number of text annotations
Weak interventions
Moderate interventions
Strong interventions
Number of textannotations
Weak interventionsModerate
interventionsStrong
interventions
Brieffreunde.org 164 21,95 24,52 47,56
Projekt Prospekt 525,8 15,44 23,76 60,79
Brieffreunde.org:
writing pen pal ads
Projekt Prospekt:
three tourism texts
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DANKE FR IHRE AUFMERKSAMKEIT!
evalacroix@free.frhttp://didaktik.hautetfort.com
Mein besonderer Dank geht an Alex Boulton (UniversittNancy), der mein Manuskript korrekturgelesen hat. 37
mailto:evalacroix@free.frhttp://didaktik.hautetfort.com/http://didaktik.hautetfort.com/mailto:evalacroix@free.fr8/7/2019 Schaeffer-Lacroix Foreign Language Text Revision DGfS 2011
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REFERENCES
Anthony, L. (2007). AntConc3.2.1w. Bronckart, J.-P. (1997). Activit langagire, textes et discours. Pour un
interactionisme socio-discursif. Paris: Delachaux et Niestl. Chanquoy, L. & Alamargot, D. (2003). "Mise en place et dveloppement des
traitements rdactionnels : le rle de la mmoire de travail". Le Langage etl'Homme, vol. 38, n 2, dcembre 2003. pp. 171-190.
Cobb, T. (nd). Konkordanzer-Corpus Deutsch (v5.1). Culioli, A. (2002). Variations sur la linguistique. Entretiens avec Frdric
Fau. Paris: Klincksieck. DeReKo (Deutsches ReferenzKorpus). IDS (Institut fr Deutsche Sprache),
Mannheim. Fleury, S., Lamalle, C., Martinez, W. & Salem, A. (2003). Lexico3. Outils de
statistique textuelle. Paris: Universit de Paris 3. Hayes, J. R., & Flower, L. S. (1980). "Identifying the organization of writing
processes". In Gregg, L. W. & Steinberg, E. R. (dir.). Cognitive processes in
writing. Hillsdale, NJ: Lawrence Erlbaum Associates. pp. 31-50. Kilgarriff, A., Rychly, P. & Pomikalek J. (nd). Sketch Engine. Collection de
corpus. Norman, D. A., Rumelhart, D. E. & the LNR Research Group (1975).
Explorations in cognition. San Francisco: Freeman. imunek, R. (2007). Formelhafte Sprache und Internetprojekte. Zum
Sprachgebrauch und -erwerb fortgeschrittener Fremdsprachenlerner.
bi G l
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http://www.antlab.sci.waseda.ac.jp/antconc_index.htmlhttp://www.lextutor.ca/concordancers/concord_g.htmlhttp://www.ids-mannheim.de/kl/projekte/dereko_I/http://www.cavi.univ-paris3.fr/Ilpga/ilpga/tal/lexicoWWW/http://www.sketchengine.co.uk/http://www.sketchengine.co.uk/http://www.cavi.univ-paris3.fr/Ilpga/ilpga/tal/lexicoWWW/http://www.ids-mannheim.de/kl/projekte/dereko_I/http://www.lextutor.ca/concordancers/concord_g.htmlhttp://www.lextutor.ca/concordancers/concord_g.htmlhttp://www.lextutor.ca/concordancers/concord_g.htmlhttp://www.antlab.sci.waseda.ac.jp/antconc_index.html