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Lost in parallel concordances

Lost in parallel concordances. Ana Frankenberg-Garcia ISLA, Lisbon. Lost in parallel concordances. When are they useful?. How do you use them?. availability of corpus. cognitive style of learners. parallel. representativeness of corpus. monolingual. level of difficulty

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Lost in parallel concordances

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  1. Lost in parallel concordances Ana Frankenberg-Garcia ISLA, Lisbon

  2. Lost in parallel concordances When are they useful? How do you use them?

  3. availability of corpus cognitive style of learners parallel representativeness of corpus monolingual level of difficulty of concordances

  4. Lost in parallel concordances So when exactly are they useful?

  5. Parallel concordances in L2 learning L2 L1

  6. Grammar-translation method L1 L2

  7. L2 Modern approaches to L2 learning L1  poor L2 fluency Multilingual classes Native-speaker teachers Monolingual materials

  8. Learners use L1 schemas as templates for constructing L2 schemas Barlow (2000) Despite being told not to, learners often use L1 as a strategy for learning L2Cohen (2001) Awareness of L1 influence upon L2 seems to helpTomasello and Herron (1988, 1989) Teaching Monolingual ClassesAtkinson (1993)The Non-Native TeacherMedgyes (1994) L1 revival

  9. Parallel concordances in L2 learning L1 L2 Self-access Classroom

  10. Learners decide what to focus on Aston (2001) Self-access • Queries initiated by learners • Learners engaged in finding solutions to problems that are in the forefront of their minds • Concordances likely to be meaningful, relevant and conducive to successful learning

  11. What should teachers do? Classroom • Monolingual classes • Teachers who know L1 But when?

  12. L1  L2 Contrastive Analysis Hypothesis Lado (1957) But not all differences between languages are relevant to learning Wardhaugh (1970), Odlin (1989) “consciousness-raising techniques may be counterproductive where the insight has already been gained at a subconscious, intuitive level.” Sharwood-Smith (1994:184)

  13. No use learners being swamped with language contrasts that don’t affect and could even be detrimental to their learning Classroom So what language contrasts might help?

  14. IL  L2 Contrastive Interlanguage Analysis Granger & Tribble (1996) But some IL problems can still be traced back to L1 Negative transfer from L1 ItalianLott (1983) Portuguese-English crosslinguistic influence Frankenberg-Garcia & Pina (1997)

  15. CLI and parallel concordances in L2 learning L1 French tonic auxiliariesRoussel (1991) L1 Norwegian shall  skalJohansson & Hofland (2000) L1 Portuguese prepositions after N, V & AdjFrankenberg-Garcia (2000)

  16. Pay attention to crosslinguistic influence • Find out which language contrasts might be worth making a particular group of learners aware of • Use parallel concordances to focus on these contrasts Classroom Use parallel concordances to focus on IL problems that can be traced back to L1 Language contrast per se

  17. Lost in parallel concordances How exactly do you use them?

  18. Unlike monolingual corpora... L1 L2 ST TT

  19. Very lost... ? L1  L2 ? ST  TT ? TT  ST ? L2  L1 ?

  20. L1  L2 Howcan I say ___ in L2? Language production How meanings learners formulate in L1 can be expressed in L2

  21. L2  L1 What does___ mean? Language reception How meanings learners don’t understand in L2 translate into L1

  22. Production & Reception L1  L2 L2  L1 “actualmente” “actually” e.g. FALSE COGNATES

  23. + reception - production Don’t miss the party! OK And don’t lose those keys. *Sorry I’m late. I lost the train. OK

  24. English Portuguese miss perder lose

  25. L2  L1? “lose” lose perder

  26. L2L1? “miss” miss perder

  27. L1 L2 “perder” miss perder lose

  28. Different purposes in language teaching L1 L2L2  L1 PRODUCTION RECEPTION

  29. Lost in parallel concordances ST  TT ? TT  ST ?

  30. Unidirectional parallel corpora e.g. German-English INTERSECT Not much choice... L1 English TT ST L1 German ST TT L1 L2

  31. Bi-directional parallel corpora e.g. COMPARA, CEXI, part of ENPC How do you choose? L1L2 ST TT TT ST

  32. Translational  Non-translational e.g. Baker (1996) L1 L2 ST TT   TT ST

  33. Explicitation in TT Distribution of already in COMPARA 1.6

  34. Against parallel corpora in L2 learning? Gellerstam (1996)

  35. Exposing L2 learners to translational language can be problematic Já almoçaste? Have you already had lunch?

  36. Should I be looking at translational L2? How can I take advantage of the translational & non-translational language distinction?

  37. Sheltering learners from translational L2 L1 L2 ST TT TT ST e.g. elements with significantly different ST-TT distributions

  38. Exposing learners to translational L2 L1 L2 ST TT TT ST e.g. culturally-bound concepts difficult to express in L2

  39. Drawing attention to basic linguistic contrasts L1 L2 ST TT TT ST e.g. prepositions after N, V and Adj

  40. L1, L2, ST and TT Production L1L2 Reception L2L1 TTSTshelterSTTT STTTexpose ST+TT  TT+ST ST+TT  TT+ST

  41. Queries that focus on basic language contrasts Unidirectional & bi-directional parallel corpora OK in both directions

  42. Queries affected by translational/non-translational language distinction Bi-directional corpora OK in both directions (but use right part of the corpus) Unidirectional parallel corpora only in one direction

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