E-TEXT in E-FL: Four flavoursPrzemek KaszubskiJoanna Jendryczka-WierszyckaMicha RemiszewskiWodzimierz Sobkowiak

flexibility: fonts, formats, attributescorrectibility, accuracy, up-to-datenesssearchability: local and globalportability: PDA, Kindle, smartphone, etc.manipulability: types, media, channelsannotability: tagging, parsing, semantic webimmediacy: speed of transmission and processing(hyper-)linkability, nonlinearitysharability, openness, low costpopularity among 'digital natives'

(See The Machine is Using Us by Michael Wesch for a good video treatment of these issues)

The advantages of e-text:

PK: IFAConc - web-concordancing with EAP writing studentsJJW: e-text annotation - why bother?MR: Towards competence mapping in language teaching / learningWS: e-text in Second Life: reification of text?Presentation plan:

Przemysaw KaszubskiIFAConc web-concordancing with EAP writing students

Developers:Pawe NowakDominique Stranz Over 200 Student Participants:12 : MA and BA seminars 2005-616 : 1MA and 2MA seminars 2007-818 : 1BA Writing 2007-832 : 1MA Academic Writing 2008-9140 : 3MA Acad. Discourse Part-Time Lecture 2008-9Acknowledgements

a form of e-text processing for a linguistic purpose: descriptive or pedagogicalpaper concordance < computerised concordancingdata-driven learning (DDL): operationalisation of gap-noticing (also: form-focused instruction; awareness-raising) shunting (Halliday):vertical / paradigmatic reading KWiC horizontal / syntagmatic reading KWiC + context pedagogic concordancing for EAP/ESP learning:repetitions / patterns (light theory: extended units of meaning Sinclair; lexical primings Hoey)dispersion within corpusvariation across corporaConcordancing

Corpora Search(click on picture to go to IFAConc; log in for best effect)

DDL under-practised and under-researched few dedicated, student-friendly tools. Some needs: facilitate training and current practice (time factors: what to search for and how ; inductive analysis)facilitate (but not replace) noticing and deeper-processingmanage resultsfacilitate teacher control and teacher-student interactionintegrate with syllabus etc. (also non-e-text) IFAConc and EAP writing some assumptions: trace relevant academic primings (interesting patterns are many)students (meta)linguistically conscious = co-research possibleenable more complex search patterns and subtle observationsencourage autonomy and individualisation (personal primings)DDL issues and IFAConc

e-text samplecollection of e-text samples (= corpus; cline of spec. corpora)selective structural markup (XML)linguistic annotation (POS tagging)conc. searchability (syntax language + options)conc. manipulability: sampling, re-sorting, corpus switchingautomatic conc. summary: stats table, collocate countingunique URL search address hyperlinkingnote-taking (annotation) personal and/or T-S collaborativesearch logging (personal and global History database browsable / searchable / hyper-linkabletowards dynamic conc-illustrated EAP textbook (Resources)

E-text integration in IFAConc

History(click on picture to go to IFAConc History , log in when prompted)

Resources(click on picture to go to IFAConc Resources regd IFA users only)

hyperlink-assisted concordancingCorpora Search hyperlinksHistory search hyperlinksalso Corpora Search ID and History Search ID optionsintegrated with other materialse.g. feedback links; resources for self-explorationT-S interactive annotation= less time-costly, more meaningful concordancing:more students conduct more searches that are more in-depth ...teacher learns about students linguistic and cognitive abilities...... while the database of relevant lg observations continues to grow (and to gradually feed Shared History and Resources)

Beyond bottom-up concordancing

IFAConc (09.2006 02.2009) :206 participantsAll searches > 37,000Students' All searches: > 17,000All annotated: > 2,200Students annotated c. 1,000 PICLE Conc (04.2004 08.2005)125 ... IP numbers (15-20 active users...)All (?)students searches < 3,700Students annotated (non-interactive) about 40Concordancing with EAP students basic stats

I found this research valuable as I used a few examples from Concordance database in my MA dissertation. I value the research as it provides me with proper examples of native uses. Whenever I look for a word usage I Google it, yet it never gives me 100% certainty that the internet source is a reliable one. Conc on the other hand is a reliable tool which a student can trust. (agooska, H-37145)

I regret I didnt search these Conc pages before I wrote the majority of my dissertationIt is really a vital source - very helpful! (Aleksandra, Resources Textbook comment)

Some more practical applications will be shown at ELT training on 27th MarchTestimonials

Joanna Jendryczka-Wierszyckae-text annotation - why bother?

annotation (tagging)

Facebook, Picasa, Gmail, Etc.Linguistic (e-text) annotationannotation (tagging)

definitiondifferent levels of annotation: explanations, examples and utilitylimitations of annotationanswer to Why bother?e-Text annotation - contents

corpus annotation is the practice of adding interpretative, linguistic information to an electronic corpus of spoken and/or written language data (Leech, 1997: 2) It is widely accepted as a crucial contribution to the benefit a corpus brings, since it enriches the corpus as a source of linguistic information for future research and development (ibid.)e-Text annotation defined

Part-of-SpeechParsing SemanticDiscourse/ pragmaticStylisticProsodicLemmatizationMarkupe-Text annotation exemplified

adding information about word classes er 93 FU she 93 PPHS1 was 93 VBDZ terrific 93 JJ in 97 [II/1] CS21%/ that 97 [DD1/1] CS22@/ film 93 [NN1/1] VV%/ er_FU she_PPHS1 was_VBDZ terrific_JJ in_II that_DD1 film_NN1 e-Text annotation - POS

by far most frequent annotation useful in: frequency lists or frequency dictionaries with grammatical classification, MT, Translation studies, contrastive linguistics, lg teaching, TTS synthesisPOS-tagging ctd

syntactic analysis into such units as phrases and clauses (sentence structure) [S[N Nemo_NP1 ,_, [N the_AT killer_NN1 whale_NN1 N] ,_, [Fr[N who_PNQS N][V 'd_VHD grown_VVN [J too_RG big_JJ [P for_IF [N his_APP$ pool_NN1 [P on_II [N Clacton_NP1 Pier_NNL1 N]P]N]P]J]V]Fr]N] ,_, [V has_VHZ arrived_VVN safely_RR [P at_II [N his_APP$ new_JJ home_NN1 [P in_II [N Windsor_NP1 [ safari_NN1 park_NNL1 ]N]P]N]P]V] ._. S] e-Text annotation - parsing

adding information about the semantic category of words, e.g. bark for translation and lexicography PPIS1 I Z8 VV0 like E2+ AT1 a Z5 JJ particular A4.2+ NN1 shade O4.3 IO of Z5 NN1 lipstick B4e-Text annotation - semantics

adding information about anaphoric links, e.g. for MT S.1 (0) The state Supreme Court has refused to release{1 [2 Rahway State Prison 2] inmate 1}} (1 James Scott 1) onbail . S.2 (1 The fighter 1) is serving 30-40 years for a 1975 armed robbery conviction . S.3 (1 Scott 1) had asked for freedom while

adding information about the modalization, phraseological units, metaphor, kinds of speech act , etc. that occur in a spoken dialog ok? a bird in the hand is worth two in the bush May I open the window, please?e-Text annotation - pragmatics

it's about stylistic features in literary texts usually S&TP (McEnery et al. 2006:41) S&TP = direct speech, indirect speech, free indirect thought, etc (Leech 2004) 'Where've you got in mind, sir?'e-Text annotation - stylistics

segmental pronunciation prosodic boundaries, prominent syllables and abnormal sound lengthening Both highly valuable in accent studies ik heb he%m% | n^e^gen maal ontvangen denk ik speaker A : jan | en ook piet waren hier al eerder twee jaar geleden speaker B : ja| dat weet ik || maar wanneere-Text annotation - prosody

lemmatization = adding the identity of the lemma (base form) of each word form in a text markup = originally text division into paragraphs, font characteristics (all noninterpretative, text-inherent qualities) also: markup for speaker/writer identification, useful in sociolinguisticse-Text annotation - lemmatization & markup

accuracy annotation= always interpretation. It's never theory free (MWUs, -ing) ambiguity tags nothing bad! (better than wrong tags) e.g. CLAWS ditto tags, portmonteau tags if consistent! the importance to keep pure text separately (Sinclair) which one, how, where, when applied and by whom ?Limitations of annotation

it enriches the corpus a source of linguistic information for future research and development (Leech 1997) fields possibly profiting from it: lexicography, MT, translation studies, discourse studies, pragmatics, literary studies, contrastive linguistics, lg teaching, grammatical lg analysis, TTS synthesis, accent studies, sociolinguistics no one in their right mind would offer to predict the future uses of a corpus Leech, 2004 References

Why bother?

Micha RemiszewskiTowards competence mapping in language teaching/learning

Technology-driven Practice-drivenReasons for e-learning

Structured syllabus No access to the structure of competenceProblem

Synchronic view Dynamic viewSolution: competence mapping

CLIP ; AMBER ONE

It will allow the creation and administration of interactive language tasks for learners. It will automatically check the accuracy of learners answers, and not just the obvious multiple choice, but also gap input going way beyond one or two words. It will provide exhaustive student performance reports both as stats for large groups as well as individuals. Reports will be delivered to the learner and to the teacher. It will help identify problem areas and dynamics in learners linguistic competence.AMBER ONE

Wodzimierz Sobkowiake-text in Second Life: reification of text?

public text-chat,Instant Messaging (IM),notecards,whiteboards,object info fields,avatar profile info fields,inventory contents,menu systemTypes of "ordinary" e-text in SL:

Linguistic symbols, from phonemes/letters to whole texts can be reified into 'rezzed' (created) three-dimensional objects, thus creating innovative manipulative affordances, impossible in First Life and appealing especially to kinaesthetic learners. For example, phonetic dominoes: words reified as moveable and audio-enhanced blocks which attract or repel each other, according to e-FL-relevant phonetic criteria, such as segmental makeup, syllable number, stress pattern, etc.Unique e-text affordances in SL:

Phonetic dominoes (view from above)Arrange the nine coloured cubes domino-style to match sounds at the edges of words. Cubes say their name when left-clicked. Here's the list (in alphabet order): apricot, cereal, cream, ketchup, lettuce, milk, pork chops, spoon, T-bone steak.

Phonetic dominoes:close-up view of pork chopsYou'll find my dominoes in my Virtlantis classroomin Second Life.

Other examples of e-text reification: David Merrill's (MIT) 'siftables'(click to watch on YouTube)

**IFAConc is far from a finished product, but it has proved to be useful for DDL application and research.This presentation captures only a small part of what IFAConc can do.*Tendency to involve more and more students, as the system becomes more easily accessible and assimilable (both for students and teacher).Various levels of EAP writers as target from 1BA to 3MA (EGAP to ESAP.)*??? Should shunting and the productive EAP/ESP principles be visualised on an IFAConc screenshot? At once? Later (e.g. with examples?)use a hyperlink or next page as an annotated screenshot illustrating concordance reading criteria?

Next slide jpeg of Corpora Search Interface (with hyperlink)

Some other concordance-method inpirations:Sinclair, Hunston, also Thurstun & Candlin

Theory:recent convergence between corpus studies and functional linguistics and cognitive linguistics

IFAConc reading of concordances:cf. intro to Concordancing on the Resourcescf. annotation window / *guidelines* (for noticing)*This slide - Jpeg of Corpora Search Interface (with annotations? From one of the examples?) (with hyperlink)

(log in as pkgoogle ? has personal corpora)

mattermatter1.pnghttp://ifa.amu.edu.pl/~ifaconc/tiny.php?id=44884

Overall, more frequent in PICLE:

a matter ofno matter (variation -> informal)the matter ofthe subject matter

PICLE: as a matter of fact informal?no matternot matter

Show:shunting / horizontal + verticalcorpora range (reflecting theory productive primings)time allowing show also personal corpora optionsdispersionvariation across - Stats*This slide only to be shown briefly to root what I am doing within SLA/TEFL.

Inductive learning / discovery making -> time consuming and discouraging for manyMake it more accessible , thus encourage more students to participate -> turn DDL into a more central teaching/learnng technique

Is this slide (not) overloaded? Should it be split into two ? NO these are pedagical issues, NOT central to the e-text topic. This slide only to be shown briefly to root what I am doing within SLA/TEFL.*Incl. possible corpora of self-written texts or a personal EAP/ESP collection, but that is a bit beside the point here (concerns individualisation / customisation).NB. Hyperlinking still (perhaps) to be improved e.g. from collocate counts to search patternsResources textbook and its role for mediating non-IFAConc-originated content with readers (other publications, other corpus-driven research) perhaps to be skipped at this point (or played down / at most shown in one of the examples).

Next 2 slides - jpeg of History Interface (with annotations? will not be overcrowded? From one of the examples?) (with hyperlink) + Resources (which page ? One of the textbooks?)

Is this NOT the same, in the end, as the IFAConc technologies slides from previous presentations? Yes, but I must show this or those. This.

*This slide - jpeg of History Interface (with annotations? will not be overcrowded? From one of the examples?) (with hyperlink)

(log in as pkgoogle ? to show students perspective)

History-OneShared-StudentView.pnghttp://ifa.amu.edu.pl/~ifaconc/history.php?keys[0]=log_annotation&operators[0]=nempty&values[0]=

??? 2009-03-02: Would have been better, perhaps, to use here an example of a T-S collaborative annotation?*This slide - jpeg of Resources Interface (with annotations? will not be overcrowded? From a textbook page?) (with hyperlink)

(log in as pkgoogle ? to show students perspective)

Resources-Informal-Lg.pnghttp://ifa.amu.edu.pl/~ifaconc/resources/?page_id=641(perhaps leading to History informal Resources: http://ifa.amu.edu.pl/~ifaconc/history.php?token=d6c1bcdfaa10990d9e658fd01e756683#Search )(or navigating to other Resources pages)*

T-S interactive, sharable annotationConcordance session tracking facilitates feedback*Relevant ? as long as it lends support to e-text solutions making a quantitative difference ...

... also from the point of view of the teacher being able to handle/respond.