Developing annotation solutions for online Data Driven Learning

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 55-75 ◽  
Author(s):  
Pascual Pérez-Paredes ◽  
Jose M. Alcaraz-Calero
Keyword(s):  
Corpus Linguistics ◽  
Language Teaching ◽  
Language Education ◽  
Data Driven ◽  
Online Data ◽  
Analysis And Design ◽  
Language Classroom ◽  
Youth Language ◽  
User Friendly

AbstractAlthough annotation is a widely-researched topic in Corpus Linguistics (CL), its potential role in Data Driven Learning (DDL) has not been addressed in depth by Foreign Language Teaching (FLT) practitioners. Furthermore, most of the research in the use of DDL methods pays little attention to annotation in the design and implementation of corpus-based/driven language teaching.In this paper, we set out to examine the process of development of SACODEYL Annotator, an application that seeks to assist SACODEYL system users in annotating XML multilingual corpora. First, we discuss the role of annotation in DDL and the dominating paradigm in general corpus applications. In the context of the language classroom, we argue that it is essential that corpora should be pedagogically motivated (Braun, 2005 and 2007a). Then, we move on to deal with the analysis and design stages of our annotation solution by illustrating its main features. Some of these include a user friendly hierarchical and extensible taxonomy tree to facilitate the learner-oriented annotation of the corpora; real-time graphics representation of the annotated corpus matching the XML TEI-compliant (Text Encoding Initiative) standard, as well as an intuitive management of the different data sections and associated metadata.SACODEYL (System Aided Compilation and Open Distribution of European Youth Language) is an EU funded MINERVA project which aims to develop an ICT-based system for the assisted compilation and open distribution of multimedia European teen talk in the context of language education. This research lays emphasis on the functionalities of the application within the SACODEYL context. However, our paper addresses similarly the needs of potential multimedia language corpus administrators in general on the lookout for powerful annotation assisting software. SACODEYL Annotator is free to use and can be downloaded from our website.

scholarly journals Corpus linguistics and its aplications in higher education

2010 ◽  
pp. 51 ◽  
Author(s):  
Miguel Fuster Márquez ◽  
Begoña Clavel Arroitia
Keyword(s):  
Higher Education ◽  
Corpus Linguistics ◽  
Teaching Practices ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Data Driven ◽  
Future Success ◽  
Different Types ◽  
Theoretical Linguistics ◽  
Relevant Factors

The aim of this paper is to review and analyse relevant factors related to the implementation of corpus linguistics (CL) in higher education. First we set out to describe underlying principles of CL and its developments in relation to theoretical linguistics and its applications in modern teaching practices. Then we attempt to establish how different types of corpora have contributed to the development of direct and indirect approaches in language teaching. We single out Data Driven Learning (DDL) due to its relevance in applied linguistics literature, and examine in detail advantages and drawbacks. Finally, we outline problems concerning the implementation of CL in the classroom since awareness of the limitations of CL is vital for its future success.

scholarly journals Arabic-English Parallel Corpus: A New Resource for Translation Training and Language Teaching

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hind M. Alotaibi
Keyword(s):  
Language Teaching ◽  
Data Driven ◽  
Text Segmentation ◽  
Web Interface ◽  
King Saud University ◽  
Parallel Corpora ◽  
Parallel Corpus ◽  
Source Language ◽  
User Friendly ◽  
Ongoing Project

Parallel corpora can be defined as collections of aligned, translated texts of two or more languages. They play a major role in translation and contrastive studies, and are also becoming popular in translation training and language teaching, with the advent of the data-driven learning (DDL) approach. Despite their significance, however, Arabic seems to lack a satisfactory general-use parallel corpus resource. The literature describes few Arabic–English parallel corpora, and these few are usually inaccurate and/or expensive. Some are small in size, while others are restricted in terms of genre, failing to meet the requirements of many academics and researchers. This paper describes an ongoing project at the College of Languages and Translation, King Saud University, to compile a 10-million-word Arabic–English parallel corpus to be used as a resource for translation training and language teaching. The bidirectional corpus can be used to compare translated and source language and identify differences. The corpus has been manually verified at different stages, including translation, text segmentation, alignment, and file preparation; it is available as full-text in XML format and through a user-friendly web interface that provides a concordancer to support bilingual search queries and several filtering options.

Process, outcome and language education

1987 ◽  
Vol 10 (2) ◽  
pp. 128-162 ◽  
Author(s):  
Helen Moore
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Common Ground ◽  
Language Teaching ◽  
Language Education ◽  
Research Data ◽  
Process Writing ◽  
Common View ◽  
Group Relations

Abstract This paper explores the differences and common ground in the process writing approach and the procedural or process approaches to language teaching put forward by various British applied linguists. Although some important differences exist between the two “process approaches”, particularly in the role of research data as a basis for proposing teaching methods, they have a common view of teaching and learning. This paper argues that, despite giving some useful insights, these approaches devalue, in varying degrees, teaching, meaning and group relations. It is concluded that Australian educators would do well to be less dependent on proposals emanating from overseas and to take their own and others’ theorizing and practices more seriously.

Observation of Communicative Language Teaching (CLT) in a Year 3 Primary School in Johor Bahru

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Hazwani Mohd Muhridza ◽  
Linda A/P V. Prapagara ◽  
Aminabibi Satanihpy@Saidalvi
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Communicative Skills ◽  
Language Classroom ◽  
Lesson Development ◽  
Meaningful Context ◽  
Field Notes ◽  
Implementation Data

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

scholarly journals Role of (Local) Culture in English Language Teaching

2016 ◽  
Vol 21 (1-2) ◽  
pp. 54-60
Author(s):  
Kumar Narayan Shrestha
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Vital Role ◽  
English Language Teaching ◽  
Local Culture ◽  
Language And Culture ◽  
Language Classroom ◽  
Meaningful Context

Since language and culture have muscle and bone relationship, the existence of one in the absence of another in unthinkable. But in practice, English language teaching has paid less attention to the local culture. It is commonly believed that the insertion of foreign cultural values is not in line with local cultural values. The insertion of local culture plays vital role in promotion of nationalism, different local cultures and local cultural wisdom. Similarly, it provides cultural identity and meaningful context for learning. Therefore, the main purpose of this article is to shed light on the importance of local culture in the English language classroom. In doing so, it aims at defining culture, language, shows relationship between them and puts forth some pedagogical guidelines. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:54-60

scholarly journals The Role of Grit in Students’ L2 Engagement in the English as a Foreign Language Classroom

2021 ◽  
Vol 12 ◽  
Author(s):  
Juan Liu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Language Education ◽  
Academic Field ◽  
Language Classroom ◽  
The One ◽  
Relationship Of ◽  
The Relationship

Due to the rapid development of teaching and learning English as a Foreign Language (EFL), on the one hand, and the arrival of positive psychology (PP) in the process of language education, on the other hand, student engagement has been burgeoned and got a noteworthy role in the academic field. The present review attempts to investigate the relationship of grit with students’ L2 engagement, by examining both backgrounds and consequences of grit. Consequently, the effectiveness of findings for policymakers and academic experts is discussed, along with the prominence of strengthening grit in the scholastic contexts in order to cultivate character in learners and improve their prospects.

scholarly journals Visual Aids in Language Education

2018 ◽  
Vol 24 (2) ◽  
pp. 356-361
Author(s):  
Marioara Pateşan ◽  
Alina Balagiu ◽  
Camelia Alibec
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Visual Aids ◽  
Internet Technologies ◽  
Complex Information ◽  
Language Classroom ◽  
Visual Interface

Abstract Visual aids are powerful tools that can be used to assist the teachers in teaching a foreign language. They can be used to display complex information clearly and introduce variety into the activities in class. The benefits in using visuals in teaching are huge, ranging from grabbing and maintaining attention to motivating students to engage with the lecture’s particular topic and helping them to retain information. Specialists as well as teachers agree on the important role of visuals that can significantly enhance the learning of students that belong to a generation familiar with the visual interface of multimedia and internet technologies. The present paper examines some of the theoretical and practical aspects of the use of visual aids in the English language classroom

scholarly journals Diversifying Tasks in the English Language Classroom

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Ramiaida Darmi ◽  
Fariza Puteh Behak ◽  
Yuslina Mohamed
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Higher Order Thinking ◽  
Cognitive Demands ◽  
Current Trends ◽  
Language Classroom ◽  
L2 Learners ◽  
Contextual Support ◽  
Acquisition Processes

The use of tasks in the language classroom has been one of the current trends in language teaching. According to Edwards and Willis (2005), task-based language teaching (TBLT) provides contexts for activating learner acquisition processes and promotes second language (L2) learning. This paper reports a study that explores a diverse use of tasks in the English language classroom. The aim of the paper is to describe a task designed for low proficiency L2 learners’, and to explore learners’ task performance and their use of the L2 in the tasks. The study took place in a tertiary setting in Malaysia, and involved fourteen L2 learners. The task was designed based on Cummins’ (1981) framework, which focuses on the role of context and cognitive demands in language development. Learners’ worked in pairs, and were observed in the classroom. Each pair of learners’ discussions was audio-recorded, which were later analysed for their L2 use. Results indicated that learners’ L2 use increased when contextual support is high and cognitive demands is low. This suggests that designing tasks with higher order thinking is a challenge for teachers especially when it involves tertiary learners and requires learners to communicate more in their L2.

The role of corpus analysis in the study of English loanwords and in teaching a second foreign language (on the example of French and Italian)

2021 ◽  
pp. 46-58
Author(s):  
Elena I. Zimina ◽  
Dmitrii A. Gubanov
Keyword(s):  
Foreign Language ◽  
Corpus Linguistics ◽  
English Language ◽  
Statistical Data ◽  
New Approach ◽  
Language Classroom ◽  
The Media ◽  
Approach To Teaching ◽  
Language Context

We argue that corpus linguistics should be used as a tool for teaching students a second foreign language. The researchers focus on the study of English loanwords in French and Italian. We propose a new approach to teaching a second foreign language to students who are fluent in English as a first foreign language. We emphasize the importance of concordance in linguistics and teaching a second foreign language. We analyze the works of the methodologists who suggest using corpus technologies in the language classroom to develop students’ lexical skills. We touch upon the characteristics of corpus technologies, define the term “loanwords” and refer to the concept of “English borrowings”. The researchers analyze the role of English loanwords in French and Italian, and identify the spheres where English borrowings are mainly used. Based on the language of the media, we study the models of assimilation of English loanwords in French and Italian. We focus on the most popular English loanwords used in France and Italy, provide statistical data on their use and analyze their grammatical and semantic assimilation. We analyze the most popular loanwords from the English language; study their origin, language context and the way they were modified according to the patterns of the receiving languages. It is advisable to implement the proposed approach in teaching the vocabulary of a second foreign language and to use other tools of corpus linguistics as teaching methods.

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