Text corpora in lifelong language learning

general courses

Remote learning

The course aims at getting students acquainted with methods and tools used in corpus linguistics and techniques of self-education in a foreign or native(Polish) language within the scope of MA and doctoral student’s academic domain.

Students of various domains of studies get to now theoretical grounds of corpus linguistics and its practical applications with the use of own texts or texts submitted by the tutor. Students and doctoral students who have at their disposal electronic texts may work on them. The project also aims at introducing internet digital tools to build a glossary of terms within a selected academic domain. Students learn methods of linguistic analysis which enables them to identify characteristic features of the specialist language of their interest and the techniques and tools of its analysis. Corpus linguistics tools are universal, so they can be used in analysis of texts in a foreign language or in Polish. In the case of working with texts in a foreign language students learn specialist terminology and concordance based strategies of learning a foreign language.

Language of instruction: Polish, students can create corpora in other languages depending on their needs. Bibliography is English and Polish.

Student's workload:

Getting to know materials 23 hours

Doing assisgnmnets and tests 30 hours

Preparing portfolio 5 hours

Final essay 2 hours

Total 60 hours

Important remark! Course material is divided with regard to the content. Thus, workload in every module is not the same. In one module it is enough to work 30-40 minutes, in the other it may take many hours to complete the tasks. The total workload is estimated to cover 60 hours of study.

Studentas are encouraged to cooperate through questions and answers in discussion fora.

Course content:

Moduł 1. History and scope of corpus linguistics

Moduł 2. Corpus linguistics: concepts and terminology

Moduł 3. Corpus software

Moduł 4.Types of corpora

Moduł 5. Building own corpus

Moduł 6. Copyright issues application to building own corpora

Moduł 7. Specialist corpora

Moduł 8. Polish corpora and corpora of other language

Moduł 9. Corpus data analysis, part 1

Moduł 10. Corpus data analysis, part 2

Moduł 11. Language learning with the use of corpus data

Moduł 12. Self-education with the use of corpus data

Moduł 13. Corresponding and compatible resources and tools

Moduł 14. Round-up and conclusions

Moduł 15. Final work

Software:

Antconc

Excel

Pdf-txt file converter

Bibliography:

Basic:

DUSZAK A., GAJEK E., OKULSKA U. (red.) (2006) Korpusy w angielsko-polskim językoznawstwie

kontrastywnym. Kraków, Universitas.

LEWANDOWSKA-TOMASZCZYK B. (red.) (2005) Podstawy językoznawstwa korpusowego.

Łódź, Wydawnictwo Uniwersytetu Łódzkiego.

Additional:

GAJEK E. (2003) Standardy przygotowania nauczycieli w zakresie technologii informacyjnej

w kontekście kształcenia nauczycieli języków obcych. „Języki Obce w Szkole” 6.

GAJEK E. (2004) Edukacja językowa w Unii Europejskiej. Informator i przewodnik internetowy

dla nauczycieli. Warszawa: Fraszka Edukacyjna.

GAJEK E. (2006a) Korpusy w dydaktyce – opis innowacji dydaktycznej, studium przypadku,

w: A. Duszak, E. Gajek, U. Okulska (red.) Korpusy w angielsko-polskim językoznawstwie

kontrastywnym. Kraków, Universitas, s. 143–155.

GAJEK E. (2006b) Zasoby i narzędzia internetowe w językoznawstwie korpusowym, w: A. Duszak,

E. Gajek, U. Okulska (red.) Korpusy w angielsko-polskim językoznawstwie kontrastywnym.

Kraków, Universitas, s. 311–327.

GHADESSY M., HENRY A., ROSEBERRY R.L. (2001) Small Corpus Studies and ELT Theory

and Practice. Amsterdam/Philadelphia, John Benjamins Publishing Company.

HUNSTON S. (2002) Corpora in Applied Linguistics. Cambridge, CUP.

LEŃKO-SZYMAŃSKA A. (2005) Korpusy w nauczaniu języków, w: B. Lewandowska-Tomaszczyk

(red.) Podstawy językoznawstwa korpusowego. Łódź, Wydawnictwo Uniwersytetu Łódzkiego,

s. 221–239.

LEWANDOWSKA-TOMASZCZYK B., OSBORNE J., SCHULTE F. (2000) Computers in

Language Studies. PiotrkówTrybunalski, Kielce Pedagogical University Affiliated College

Press.

LEECH G. (1997) Teaching and Language Corpora: a Convergence, w: A. Wichmann, S. Fligelstone,

T. McEnery, G. Knowles (red) Teaching and Language Corpora. London, Longman,

s. 1–24.

MCENERY T., WILSON A. (2001) Corpus Linguistics. 2nd Edition. Edinburgh, EdinburghUniversity Press.

O’KEEFFE A., McCARTHYM., CARTERR. (2007)From Corpus to Classroom. Cambridge, Cambridge University Press.

POTTER L., WARREN T. (1999) Using Corpora and Concordancers for Independence. CALL

Review. “The Journal of the Computer SIG” 1, s. 19–22.

REPPEN R. (2010) Using Corpora in the Language Classroom. Cambridge University Press.

TRIBBLE C., JONES G. (1990) Concordances in the Classroom a Resource Book for Teachers.

Harlow, Longman.

WICHMANN A., FLIGELSTONE S., McENERY T., KNOWLES G. (red.) (1997) Teaching and

Language Corpora. London, Longman.

Estimated effects of learning (knowledge and skills):

Within knowledge student:

Knows basic concepts and terminology in corpus linguistics;

Knows selected corpus tools;

Knows strategies of using corpus tools for language learning;

Within skills student:

can build a corpus from texts within his or her own academic domain;

can use selected corpus tools;

can create a glossary of specialist terms;

can analyse corpus data;

can efectively use corpus data for learning a foreign or native language within the scope of own academic interest.

Within social skills student:

feels the need to use digital tools to learning languages.

Final assessment is based on the portfolio which consists of

- a glossary of specialist terminology within a selected academic domain (20% of the total)

- reflexion on own strategies of language learning with the use of corpora and corpus linguistics tools (500-800 words) (40% of the total).

2. Answering questions asked in each course module (40% of the total) .

Marking criteria

100% -93% - 5

92% - 85% - 4,5

84% - 77% - 4

76% - 69% - 3,5

68% - 61% - 3