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Tracking Learning: Using Corpus Linguistics to Assess Language Development

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Tracking Learning: Using Corpus Linguistics to Assess Language Development James Lantolf Steve Thorne CALPER Center for Advanced Language Proficiency Education and Research The Pennsylvania State University
Tracking Learning: Approaches to Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Today’s Talk ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is a Corpus? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Basic Tenets of Corpus Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Corpora & Language Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]
Comparing Assessment Approaches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Testing Corpus-based
ITA Project Describing, assessing, and developing academic discourse with international teaching assistants Steve Thorne Jonathan Reinhardt Paula Golombek
ITAcorp Project ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Methodology ,[object Object],[object Object],[object Object],[object Object]
Corpus Assessment: Time 1 ,[object Object],[object Object]
Corpus Assessment: Time 2 ,[object Object],[object Object],[object Object]
Corpus Assessment ,[object Object],[object Object]
Teaching the MPs: Challenges ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Participants ,[object Object]
[object Object],[object Object],German Modal Particles
Pedagogical intervention ,[object Object],[object Object],Data-driven instruction CMC practice QUAN & QUAL analysis CMC practice Data-driven instruction QUAN & QUAL analysis
Relative frequency: modality/intervention effect ,[object Object]
MP Dispersion in the corpus ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
MP use by NSs and learners (absolute numbers) 80 89 NSs 1 22 Post-Int. W4 6 65 Total Post-Interv. 3 27 Interv. W3 0 6 Interv. W2 2 7 Interv. W1 0 3 Pre-Interv. (4 weeks) Learners: Inaccurate use Learners: Accurate use Stages
Awareness-raising exercise 1 Questions adopted in part from Möllering and Nunan (1995) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Awareness-raising exercise 2 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Awareness-raising exercise 3 Questions adopted in part from Möllering (2004) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Corpus-informed Assessment: Conclusions, Questions, & Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
 
Challenges to Corpus Approaches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of Corpora & Analyses Synchronic Diachronic ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Corpus Design and Construction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Synchronic ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Corpus Design and Construction ,[object Object],[object Object],[object Object],[object Object],[object Object],Diachronic ,[object Object],[object Object],[object Object],[object Object],[object Object]
Corpus Annotation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Corpus Informing Language Theory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Revisioning Ellipsis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Importance of Measuring & Understanding Process ,[object Object],[object Object]
Challenges of Assessing Process ,[object Object],[object Object],[object Object]
Depicting Process in SLA ,[object Object],[object Object],[object Object],[object Object]
Using Corpus to Assess IL Development ,[object Object],[object Object],[object Object],[object Object]
“Complementary” Assessment ,[object Object]
[object Object],[object Object],Academic Discourse Performance ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The ITA “problem” ,[object Object],[object Object]
Directive Language ,[object Object],[object Object],[object Object],[object Object]
Why Study Directive Language? ,[object Object],[object Object],[object Object]
Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Preliminary Contrastive Analysis of wanna / want to
You [+ hedge] want to / wanna [+ hedge] MICASE ITACorp ,[object Object],[object Object]
Additional Preliminary Descriptive Findings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Next Steps ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is Data-Driven Learning? ,[object Object],[object Object],[object Object],[object Object]
Paradigms of L2 Instruction ,[object Object],[object Object],[object Object],[object Object]
Impact of Corpus Techniques on L2 Pedagogy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Research on Data-Driven Learning ,[object Object],[object Object]
Pedagogical Issues for DDL ,[object Object],[object Object],[object Object]
Next Generation Corpus Tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
OCAT Design ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessing Language Development
Assessing Language Development
Assessing Language Development

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Tracking Learning: Using Corpus Linguistics to Assess Language Development

  • 1. Tracking Learning: Using Corpus Linguistics to Assess Language Development James Lantolf Steve Thorne CALPER Center for Advanced Language Proficiency Education and Research The Pennsylvania State University
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  • 8. ITA Project Describing, assessing, and developing academic discourse with international teaching assistants Steve Thorne Jonathan Reinhardt Paula Golombek
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  • 20. MP use by NSs and learners (absolute numbers) 80 89 NSs 1 22 Post-Int. W4 6 65 Total Post-Interv. 3 27 Interv. W3 0 6 Interv. W2 2 7 Interv. W1 0 3 Pre-Interv. (4 weeks) Learners: Inaccurate use Learners: Accurate use Stages
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  • 44. Preliminary Contrastive Analysis of wanna / want to
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Hinweis der Redaktion

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  5. All of these accounts of IL developmental trajectories reflect the underlying process of restructuring and provide a challenge for current corpus analytic techniques.
  6. Yet, today so much of our learning is technology-mediated: email, chat, forum discussions, essays, voice-message boards, etc. that collecting much of the language students generate in instructional settings.
  7. To use only corpus for assessing IL development all naturally-occurring language use must be captured and added to the corpus. Even in the most Orwellian of worlds, this is not a possibility. In other words, the weakness of CBA lies in the inability to collect an exhaustive sample of a learner’s language. Therefore, it would be unwise to declare a learner deficient in some aspect of the language just because the structure/function/etc. was not present in the corpus. With “testing” a very different limitation is encountered: is the language elicited truly representative of the learner’s ability? Therefore, the two approaches to assessment are very complementary. If