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Concordancers in the EFL classroom

孫于智 助理教授 國立交通大學 語言教學與研究中心 E-mail: sunyc@mail.nctu.edu.tw. Concordancers in the EFL classroom. ROCLING 2003. Overview. What is concordancer? Why use concordancer? Who can use concordancer? What can you do with concordancer? Application of computer corpus Concordancer development

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Concordancers in the EFL classroom

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  1. 孫于智 助理教授 國立交通大學 語言教學與研究中心 E-mail: sunyc@mail.nctu.edu.tw Concordancers in the EFL classroom ROCLING 2003

  2. Overview • What is concordancer? • Why use concordancer? • Who can use concordancer? • What can you do with concordancer? • Application of computer corpus • Concordancer development • Related research

  3. What is a Concordancer? • A program which lists every occurrence of a given word, punctuation mark, affix,, or structure within a given text, showing its immediate context • Makes hidden patterns readily apparent. • The output, so produced, is called a concordance

  4. Concordancer Online • 香港理工大學http://www.edict.com.hk/concordance/http://132.208.224.131/Concord.htm • 雲林科技大學http://plum.yuntech.edu.tw/concordancer/index.htm • 交通大學http://140.113.115.21/class1/word/WordGuess6.asp • British National Corpus (BNC) concordancer http://sara.natcorp.ox.ac.uk/lookup.html • Collins Co-build concordancerhttp://titania.cobuild.collins.co.uk/form.html#democonc

  5. Why use Concordancers? • Underlying Assumptions: • Includes both written and spoken language, • Learners’ engagement with text plays a central role in the learning process • Fosters inductive learning • Favors discovery learning • Empowers learners • Injects authenticity • Enhance awareness of the meaning potential of English

  6. Who can use Concordancers? • Teachers • Gather material for creating exercises based on real examples. • Create printed handouts • Students • Gain exposure to an endless series of examples • Look at examples; inductively come up with the rules • Confirm or reject hypotheses about specific points in the language • Exposure to many different styles & genres

  7. What can you do with them? • Explore ….. • word forms • word usage • vocabulary • grammatical features • syntax • agreement • stylistics • collocation • punctuation

  8. Four ways to learn from corpus • Contingent reference • Reference in text production • Reference in text reception • Studying a language issue • Serendipitous exploration • Encyclopedic and oracular use

  9. Skeptical about Concordancer • “ Simply dumping 200 mullion words of corpus data in front of people isn’t going to be much help for most teachers and students. It takes time, commitment and some good software tools to become really expert in the analysis of this type of material.” • Clear, 1996

  10. Search String- exact word or phrase, - start with (prefix) - end with (suffix) - embedded (root) Sorting- right- left - level of difficulty- unsorted Keyword alignment- Center - Left Difficulty index- On- Off Corpus- Localization (Studio classroom, Let’s talk in English)- BNC corpus - tagged corpus- multiple choice of corpus Integration with other language skills (reading, writing, etc) Concordancer development

  11. Extensive Reading Online

  12. Automatic concordance generator

  13. 浮動視窗：關於檢索的各項功能 可以字根、字首及包含字來檢索 查詢結果顯示處 可以使用關聯查詢 選擇語料庫以及使用者定義 、

  14. 可選擇語料庫 顯示各語料庫搜尋的歷史紀錄 依據關鍵字、搜尋次數、語料庫作排序

  15. 顯示跟關鍵字相關字串 以及出現字數 顯示關鍵字右邊可能出現字 顯示關鍵字左邊可能出現字

  16. 匯入語料庫

  17. Cognitive approaches and collocation difficulty • Subjects • 81 second year senior high school students • Grouping • Randomly assigned to inductive and deductive group • Pretest and posttest • Treatment • Proofreading activities

  18. Approach Mean SD N Inductive 65.00 24.57 41 Deductive 48.50 21.25 40 Total 56.85 24.31 81 Descriptive Statistics of scores for Deductive and Inductive Groups

  19. Approach Mean SD N Inductive 30.73 13.21 41 Deductive 24.88 13.32 40 Total 27.84 13.51 81 Descriptive Statistics of Difficult Collocation Pattern for Different Cognitive Approaches

  20. Approach Mean SD N Inductive 34.27 14.98 41 Deductive 23.63 14.59 40 Total 29.01 15.64 81 Descriptive Statistics of Easy Collocation Pattern for Different Cognitive Approaches

  21. Learning outcome Prior Knowledge Concordancing skills Cognitive skills Teacher’s intervention Syntax semantics Reading proficiency Comparing Grouping Differentiating Inferencing Encouragement Reflection Identifying error type Identifying error Function choice Word choice Corpus selection

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