Course syllabus

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Course syllabus

Preliminary Course Schedule: LT 751 Corpora and Applied Linguistics

Instructor: Michael Barlow
Arts 2, Level 3, Office 319 . Ext 7599. Email: mi.barlow@auckland.ac.nz

Week

Topic

Tools

Class/Lab Activities

Pre/Post-class Tasks

01.

Corpora, wordlists, keywords






MonoConc

Vocab profile

1.1

Brief survey of types of corpora

1.2

Examine the structure of a wordlist

1.3

Discuss the use of wordlists such as the Academic Word List (Coxhead) and frequency bands in language teaching and in text classification.

1.4

Create a wordlist from a corpus.

1.5

Compare two frequency lists to create a keyword list

Pre-

Video

Hunston. Chap 1. Introduction to a corpus in use.

Barlow. Chaps 1 and 3. Introduction. Wordlists and frequency lists.

 

Post-

 

Brezina video on new GSL

https://www.youtube.com/watch?v=UDSqTsEPziU

 

History of Corpus Linguistics (5 minutes)

https://www.youtube.com/watch?v=L1kKKsWA6R4

02.

Searching for words and phrases -- lexical patterns

 

 

MonoConc

 

2.1

Creating concordance data

2.2

Manipulating the concordance data to identify frequent lexical/grammatical patterns

2.3

The patterning of words and lemmas

Pre-

Video

Sinclair, J. (2003). Task 2 Underlying regularity, Task 3 Words as liabilities. In Reading concordances (pp. 9-21). London: Pearson.

Barlow, Chap 4. Searching for words and phrases. 

Post-

 

Optional video. Practice searches with MonoConc

03.

What is academic English?




Collocate

3.1

Defining academic English and investigating “representativeness”

3.2

Examine lexical bundles, ngrams, and collocations and their relation to language functions and to genre

3.3

Discuss academic formula lists

Pre-

Video

Hunston. Chap 1. Introduction to a corpus in use. p13-24

 

Simpson-Vlach and Ellis. 2010. An Academic Formulas List: New Methods in Phraseology Research. Applied Linguistics 31(4): 487-512

 

Martinez and Schmitt. 2012. A Phrasal Expressions List. Applied Linguistics 33(3): 299-320

 

Post-
Check one of the following websites:

http://www.academicvocabulary.info/

 

http://www.victoria.ac.nz/lals/resources/academicwordlist/

04.

Learner corpora -- analysing student writing.

 

MonoConc

4.1

Annotating learner corpus data

4.2

Investigating overuse, underuse and misuse in learner data

4.3

  4.4

Learner corpus analysis

 Criterial analysis

Pre-


Barlow. Learner Corpora chapter in Ellis and Barkhuisen.

John A. Hawkins and Paula Buttery (2010). Criterial Features in Learner Corpora: Theory and Illustrations. English Profile Journal, 1, e5 doi:10.1017/S2041536210000103.

05.

Automatic Writing Evaluation

 

 

5.1

Classifying types of writing evaluation

5.2

Evaluation for testing and for pedagogical purposes

5.3

A “move” analysis and AWE

5.4

Corpus-based writing tutors

Pre-

 

Warschauer and Page. 2006

Automated writing evaluation: defining the classroom research agenda. Language Teaching Research 10,2 (2006); pp. 1–24

 

Cotos 2011. Potential of Automated Writing Evaluation Feedback. CALICO Journal 28:2

06.

Ways of viewing texts

 

WordSkew

 GraphColl

 Bookworm

 

 

6.1

Text visualisation

6.2

Texts and culture

6.3

Text structure

Pre-

 

Barlow, M. (2016) WordSkew: Linking corpus data and discourse structure. International Journal of Corpus Linguistics 21:1, 104-114.

07.

Obtaining text data and social media data

Using scripts;

 

Text Editor

 

Web scraper

 

MonoConc

 

7.1

Ways of compiling corpora

7.2

Web as a corpus

7.3

Scripts for corpus creation -- BootCat

7.4

 7.5

Regex searches

 Analysing social media

Pre-

Sinclair, J. (2005). Corpus and text - basic principles. In M. Wynne (Ed.), Developing linguistic corpora: A guide to good practice (pp. 1-16). Oxford: Oxbow Books.

 

Barlow Chap 5. The power of regular expressions

Post-

 

Practice use of regex

08.

Searching for grammar and discourse patterns

Wmatrix -- tagging

 

UAM

8.1

Annotation of texts

8.2

Tag search

8.3

Syntax/Semantics

UAM -- www.wagsoft.com/CorpusTool/

Leech, G. (2005). Adding linguistic annotation. In M. Wynne (Ed.), Developing linguistic corpora: A guide to good practice (pp. 17-29). Oxford: Oxbow Books.

 

Barlow, Chap 6. The search for syntax

 

9.

Corpora and language teaching -- materials development

 

10.1

Frequency and language teaching materials

10.2

Phrasal Verbs

10.3

Issues in corpus use

Pre-

Hughes, R. 2010. What a corpus tell us about grammar teaching materials. In O'Keeffe, A. and McCarthy, M. The Routledge Handbook of Corpus Linguistics. 401-412.

 

Chambers, Farr,, and O'Riordan. 2011 Language teachers with corpora in mind: from starting steps to walking tall. Language Learning Journal39. 1: 85-104.

10.

Corpora and language teaching – collocations, chunks, and statistics

R

 

Collocate

9.1

Task - Language description

9.2

Collocations and statistics

9.3

Stats/graphics

Pre-

 

Video – R

 

Partington, A. 2001. Corpus-based description in language and teaching. In G. Aston (ed) Learning with Corpora. Houston: Athelstan. pp. 63-84.

11.

Corpora and language teaching. Data-driven learning

 

11.1

Data-driven learning

11.2

Class activities

11.3

Corpora and writing

Pre-

Gabrielatos, C. (2005). Corpora and language teaching: Just a fling or wedding bells? TESL-EJ, 8(4).

 

Johns, Tim. 1991, Should you be persuaded: Two examples of data-driven learning, ELR Journal, vol. 4, 1- 16.

12.

Parallel corpora, translation, and language learning

 

ParaConc

12.1

Translation equivalences

12.2

Learners and parallel texts

12.3

Lab - ParaConc

Pre-

Video -- ParaConc

Barlow, Michael. 2000. Parallel texts in language teaching. In S. Botley, A. McEnery and A. Wilson (eds) Multilingual Corpora in Teaching and Research. Amsterdam: Rodopi. pp106-115.

Course Texts


Barlow, M. 2012. Concordancing and Corpus Analysis Using MP2.2 (pdf on Canvas)

 

Students with impairments

STUDENTS WITH IMPAIRMENTS are asked to discuss privately with the course convenor (face–to-face and/or by email) any impairment-related requirements regarding delivery of course content or course assessments. Please contact Michael Barlow as soon as possible if you have any impairment-related needs.

 

IMPORTANT: For Assignment Policy, Late assignments, Plagiarism, and FB pages, see the pdf on Canvas.

 

Course summary:

Date Details Due