1 / 39

语料库与英语教学

语料库与英语教学. 许家金 中国外语教育研究中心 北京外国语大学. Corpora and ELT. Xu Jiajin Beijing Foreign Studies University. ELT & L in the Time of Corpus Linguistics. The lexical approach and DDL Insights from CL: In the beginning was the word—Gospel From frequency to sequence

Thomas
Download Presentation

语料库与英语教学

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 语料库与英语教学 许家金 中国外语教育研究中心 北京外国语大学

  2. Corpora and ELT Xu Jiajin Beijing Foreign Studies University

  3. ELT & L in the Time of Corpus Linguistics • The lexical approach and DDL • Insights from CL: • In the beginning was the word—Gospel • From frequency to sequence • ELT methodology: The Lexical approach • To teach the frequent than the rare (Geoffrey Leech)

  4. The Lexical Approach • Lewis (1993), coined the term lexical approach • Lexis is the basis of language. • Lexis is misunderstood in LT because of the assumption that grammar is the basis of L and that mastery of the grammatical system is a prerequisite for effective com. • The key principle of the lexical approach is that “language consists of grammaticalized lexis, not lexicalized grammar.” • You know I meanof course if I were you

  5. The Lexical Approach • One of the central organizing principles of any meaning-centered syllabus should be lexis. • The Present-Practise-Produce paradigm is rejected, in favor of a paradigm based on the Observe-Hypothesize-Experiment cycle. • DDL-aka classroom concordancing Tim Johns • PPP->OH,IC • Observe-Hypothesize-induce from corpus data

  6. Corpora and syllabus design • What to teach? • Frequency list/keyword list • Most frequent words in spoken American English

  7. Most frequent words in spoken American English

  8. Corpora and syllabus design • 目前大纲词表的问题 • 日常生活用词涵盖不够 • 口语词、用法涵盖不够

  9. Cases of corpus use in ELT

  10. Cases of corpus use in ELT • Checking errors/error correction • Grammaticality test • Meaning distinction • Writing English tests

  11. Error correction • DDL Tom Cobb examples • Check grammar against corpus data • Screen captures demo • Concordancing alone is not enough. Summaries of patterns are to be given simultaneously.

  12. He’s going to home. Sorry, it's NOT correct. It should be GOING HOME

  13. A pedagogic corpus as an writing assistant for students.

  14. Grammaticality test • Email • Software

  15. Corpora and the teaching of English vocabulary and grammar-1 • Focusing on a single word • email/an email/emails • You’ve Got Mail! • Grammar books do not give a good answer to this. • In BNC,“mail” is not used a singular count noun (not “a mail”). But it is alright as in “a mail order”, “a mail catalogue” etc.

  16. email • There are only 3 instances of “email” (an email message, an email list server, an email facility), because at the time when the BNC was completed in the early 1990s, email was not so widely used as today. (Xiao, 2005)

  17. email • In LOB, Brown, FLOB and Frown, the patterns are similar. • No instance of “email”; singular “mail” is used • as a nominal modifier; plural “mails” are used.

  18. email • Out of MICASE I get: • (totaling 1,848,364 words) • 1 mails • 23 mail (including one instance of e- mail) • 18 emails 18/273 = 7% • 224 email 224/273 = 82% • 30 an email 30/273 = 11% • In conclusion, in most cases email is used uncountably, but this does not mean that an email and emails are unacceptable.

  19. Collocation at (a) low speed at (a) slow speed

  20. Meaning distinction • Semantic prosody • 语义韵言外之音 • Cause vs lead to • Necessarily

  21. cause vs lead to vs bring aboutMeaning distinction • Although economic improvement may be caused by tourism, the investment and operational costs of tourism must also be considered. • Although tourism may lead to economic improvement, the investment and operational costs of tourism must also be considered.

  22. cause • The Deep Objects (‘Effects’) of cause highlighted in red are overwhelmingly negative in connotation, from the relatively mild discomfort (1) and resentment (17) through to the more powerful havoc (14) and death (15).

  23. Corpora and the teaching of English vocabulary and grammar-2 • Beyond word boundary • Teaching grammar through lexis • help or help to (Xiao, 2005) (a) HELP to V The book helped to prevent it from happening. (b) HELP NP to V I thought I could help him to forget. (c) HELP V Savings can help finance other projects. (d) HELP NP V We helped him get to his feet.

  24. Corpora and the teaching of English vocabulary and grammar-2 • AmE shows a stronger preference for bare infinitives after HELP than BrE. Language change over the three decades from 1961 to 1991 has produced a bias in favor of bare infinitives after HELP in both AmE and BrE.

  25. help or help to • An intervening NP may increase the proportion of bare infinitives after HELP in AmE whereas in BrE, the effect of an intervening NP is unpredictable. • The infinitive marker “to” preceding help encourages a language user to choose a bare infinitive. • The passive construction exclusively selects bare infinitives.

  26. Corpora and the writing of English tests • Exercise generation • Automatic generation of CALL exercises from language corpora. • TestBuilder, dropper and Markin • Blankfilling with the key word missing from the concordance lines.

  27. Exercise • Use the same word to complete all the following sentences. • We’re ____ sure that it’s mostly water and pain • They’re ____ good at starting stuff, those guys. • …one who is basically driven by ____ decent instincts and motivations. • They were ____ tough - better than I thought ... • Throwing on the side every day keeps me ____ sharp and the rest of it is • She is very ____. Her most recent decision regarding her • …of the district in tact. The board is ____ certain the public is not apt • But they summed up his House stint ____ well. He has been doggedly

  28. Exercise • Use the same word to complete all the following sentences. • We’re ____ sure that it’s mostly water and pain • They’re ____ good at starting stuff, those guys. • …one who is basically driven by ____ decent instincts and motivations. • They were ____ tough-better than I thought ... • Throwing on the side every day keeps me ____ sharp and the rest of it is • She is very ____. Her most recent decision regarding her • …of the district in tact. The board is ____ certain the public is not apt • But they summed up his House stint ____ well. He has been doggedly Search and Replace in MS Word 查找 与 替换

  29. Key • We’re pretty sure that it’s mostly water and pain • They’re pretty good at starting stuff, those guys. • on who is basically driven by pretty decent instincts and motivations. • They were pretty tough - better than I thought ... • Throwing on the side every day keeps me pretty sharp and the rest of it is • She is very pretty. Her most recent decision regarding her • of the district in tact. The board is pretty certain the public is not apt • But they summed up his House stint pretty well. He has been doggedly

  30. JJ + to • Are you allergic __ any medicines? • All trees are to some extent sensitive __ temperature. • It is also adaptive __ change… • who worked in the department erm were reluctant __ tell friends outside of work where they were.

  31. Out of … I am so unfit. If I climb the stairs I am completely out of ____. You certainly cannot do that. It is out of ____. I have repaid all the money I borrowed. At last I am out of ____. They are none left, so you can’t have one. You are out of ____. (Lewis, 1997: 267)

  32. DDL: Data Driven Learning • Tim Johns • WordPilot • Classroomconcordancing • Inductive learning • Induction from self-selected concordances and self-correction.pdf • Learner-centeredness • Socio-constructivism

  33. A quick summary • Corpus ling  the Lexical Approach • DDL • Error checking • Grammaticality test • Meaning distinction • Writing tests and preparing exercises • Improvising corpus-informed activities

  34. www.ddyyx.com/wqf.rar ../lmc.rar../wlf.rar../xjj.rarwww.corpus4u.com Thank you!

  35. Useful URLs The Compleat Lexical Tutor Page by Thomas Cobb http://www.lextutor.ca/ Birmingham Kibbitzer http://www.eisu.bham.ac.uk/Webmaterials/kibbitzers/indexes/indexchron.htm MICASE Kibbitzer http://www.lsa.umich.edu/eli/micase/kibbitzer.htm

  36. Useful URLs www.ddyyx.com/netprints/Corporalink/Corporalink.htm BNC http://view.byu.edu/ Just the word http://193.133.140.102/JustTheWord/ Cobuild sampler www.collins.co.uk/Corpus/CorpusSearch.aspx British National Corpus 1X108 Collins 56X106

  37. Corpora and ELT Xu Jiajin ustcxujj@sina.com

  38. Corpora_NN2 and_CC English_JJ language_NN1 teaching_NN1 Xu Jiajin ustcxujj@sina.com www.corpus4u.com

More Related