Schaeffer-Lacroix Foreign Language Text Revision DGfS 2011

8/7/2019 Schaeffer-Lacroix Foreign Language Text Revision DGfS 2011

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Eva Schaeffer-Lacroix

University of Paris 3 &

Lyce du Parc de Vilgnis, Massy (France)

Foreign language text revision

within a top-down andbottom-up framework.

Taking keywords in contextas a starting-point

for language observation.


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CONTENT OF THE TALK

Theoretical background

Choice of resources and tools

Research questions

Research setting Task set

Writing process and proposed activities

How French learners of German talk about concordances

and what they do with them Case study: Olivia

Results2


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THEORETICAL BACKGROUND

Writing, an intertextual activity

(Bronckart (1997: 111)

Idea of proliferationThe language offers a lot of ways to say something. It couldbe useful to give learners access to a large choice of possiblevariations.(Culioli (2002: 143)

Information retrieval, a cognitive activity

The large quantity of information must be reduced if youwant to exploit it for a specific task.(Chanquoy, Tricot et Sweller (2007: 35)

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CHOICE OF RESOURCES AND TOOLS

Why use genre-based corpora as writing aids?

They offer meaningful contexts.

They offer a certain choice of formulations in

similar contexts.(Three home-made small genre corpora)

Why use concordancers?

Concordancers help to reduce the text quantity,depending on specific revision needs.

(Text-Concordancer (v2); Sketch Engine; AntConc)4


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WHAT IS A CORPUS?

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portal

tool

dictionary translator

data bank

database

corpus

document Adocument

B

text B2text B1 text B3

document C

archive

service

Corpus model inspired by DeReKo (Deutsches ReferenzKorpus)IDS(Institut fr Deutsche Sprache) Mannheim


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WHAT DOES A CONCORDANCER DO?

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Es hat uns auerordentlich gefallen ; wirklich schn gemacht

hat unsererFamilie sehr gefallen .

uns hat es sehr gefallen , vor allem das Verkleiden

Mirhat die Musik gefallen (Charlotte, 6 Jahre).Mirgefllt das Museum wirklich gut

Keyword "gefallen" [like], combined with the query "pronoun".Sketch Engines Concordancer (Kilgarriffet al., nd).BootCat corpus Guestbook"

Other concordancers:

AntConc (Anthony), 2007)

Lexico3 (Fleury, Lamalle, Martinez & Salem, 2003)

Text-Concordancer (v2) (Cobb, nd)
http://www.lextutor.ca/concordancers/text_concord/http://www.lextutor.ca/concordancers/text_concord/http://www.lextutor.ca/concordancers/text_concord/http://www.lextutor.ca/concordancers/text_concord/


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SKETCH ENGINE(KILGARRIFF & CO.)

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TEXT CONCORDANCER V2 (COBB)

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RESEARCH QUESTIONS

What happens if you ask 14-15 year old Frenchlearners of German (level A2/B1) to exploitconcordance lines based on genre corpora during textrevision sessions?

How do learners talk about concordance lines?

What do they do with keywords in context?

What effects on the revision methods can be observed? What effects on the learners texts can be observed? What learning outcomes can be obtained?

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EXPECTED RESULTS

Taking concordance line keywords as a startingpoint can lead to new reading and writing habits.This method fosters the capacity for informationselection.

If learners exploit concordance lines asintertexts, they are able to write texts whichresemble expert texts sufficiently.

Genre-based corpora complete (or even replace)the teachers information about the quality of thelearners texts. This fosters the learnersautonomy.

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RESEARCH AT WANDA LANDOWSKA HIGH SCHOOL

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Participants:

16 French speaking studentsAge: 14-15German as a foreign language4th year of L2

Writing projects:o Filmkritik - Film reviewso Projekt Prospekt

Three German texts resembling those published on tourism websites33 sessions (regular German class)

o Brieffreunde.orgPen pal ads

Resources, tools and machines:

Three small home-made corporaText concordancer (V2) and Sketch Engine

Computer room with Internet access (16 computers)Classroom with 1 computer linked to a beamer


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PEDAGOGICAL BACKGROUND

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Knowledge of genre, discours, and linguisticfeatures

Pedagogical tasks: three tourism texts

External data (genre corpora, concordance lines file)

Topdown

Bottom

up

Inspired by Norman & Rumelhart, 1975


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PROJEKTPROSPEKT- TASK SET

1. Visiting information

2. Guided tour for young people

3. Online guestbook comment

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WRITING PROCESS(HAYES & FLOWER, 1980)

Planning

Recognize the rhetorical structure of the text genre.

Identify typical chunks.

Formulate

Write the first draft.

Integrate identified rhetorical parts and chunks.

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WRITING PROCESS

Review

The teacher highlights the text parts whichneed revision.

She gives hints how to review the text (mainlyinformation about useful search words).

She encourages the student to find a solution bycomparing the draft to expert texts.

Edit

The layout was under the responsibility of thetechnology teacher. The students were

encouraged to print a tourism leaflet.

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NEW READING DIRECTIONS

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Erwachsene: 5,00 KINDER (ab 3 Jahre): 3,50

Speziell fr KINDER: Spielplatz

Behinderte / KLEINKINDER: ebenerdig, aber Naturwege

Visiting information corpus


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READING FROM THE TOP TO THE BOTTOM

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ein Pflichtfilm fr jeden der KLARINETTE spielt.

und sich in den Klang der KLARINETTE verliebt.

Nun spielt sie KLARINETTE, entwickelt Talent und bricht aus.

bin ich durch diesen Film zum KLARINETTE spielen gekommen

ihre Tante in Berlin die auch KLARINETTE spielt, lernt selbst das Spielen

Augenblicke anrhrende KLARINETTEN-MUSIK

Ich mag KLARINETTENMUSIK sehr

Wer Fan von dem KLARINETTISTEN Giora Feidman ist

Vicky (Film review project)

To review: *Klarinette Spielerin. Result: Klarinettenspielerin.


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OLIVIAS VISITING INFORMATION

Playmobil Funpark , ist 25.12 , 01.01, 01.05 geschlossen. (geschlossen)

24.12 und 31.12 , Schlieung von 16.00 . (Schlieung)

Montags 22 , 23 , 24 marz 2008 (Mrz)---------------------------------------------------------------------------------------------------The teachers comment:

Olivia,

review the highlighted parts with the help of concordance lines. Youwill find keywords (in brackets) which you can use for your queries.Observe what is written on the left and at right side of these keywords.Copy the text parts which suit your text.

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OLIVIA RESISTS

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Logbook, March 17th

Olivia doesnt see why she should use concordance lineswhen writing in German. The concordance seems todiscourage her ("Thats too time consuming"). She would

prefer to do queries with search engines or by consultingleisure park homepages. She told me that she found itdifficult to formulate things like "counter closed at xoclock". Indeed, which keyword could I advise her in thiscase?


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"VISITING INFORMATION" CORPUSffnungszeitenSommer (Mrz bis Oktober) 9 18:30 Uhr (letzter Einla 18 Uhr)

[Opening timesSummer (March to October) 9am 6:30pm (last entry at 6pm)]

ffnungszeitenKasse tglich von 9 Uhr bis mindestens 17 Uhr ().Besucher knnen so lange bleiben, wie sie mchten, und auch spterkommen, das Eingangstor steht nach Kassenschluss offen.

[Opening TimesCounter open daily from 9am to at least 5pm ().Visitors can stay as long as they wish and even come later,the gate remains open after the counter is closed.]

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TOP DOWN MEETS BOTTOM UP

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Logbook, May 6thThis morning, I bumped into Olivia. She told me that she hadjust spent some days in Germany and that she had discovered avariant for the word "ffnungszeiten" [opening times]: she hadspotted the formulation "geffnet von" [open from], and she

wanted to know if it is possible to say that in the "Visitinginformation" part. I am happy to see that Olivia linked what sheencountered in the classroom to what she observed outside of it.

Film review projectDiesmal haben alle 2* Rezensenten Recht!,24/01/08 von Olivia und Graldine

Original title:Diesmal haben alle 5* Rezensenten Recht!, 26. Juni 2006


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OLIVIAS TROUBLE WITH THE REVISION METHOD

E-Mail posted April 16th by OliviaJe crois , je dis bien je crois , que a commence tre a ... peut etre que par miracle , j' ai mmetout bon .... Je m' attaque quand mme ausecond sujet !! Courage !!!!!!!!! Jeudi !!!

[I believe, yes, I said "I believe", that I ambeginning to get it perhaps, through a miracle,the whole text is okay. I am going to face up tothe second task!! Courage !!!!!!!!! See you on

Thursday!!!]

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OLIVIAS TROUBLE WITH THE DATEESL : Alors qu'est-ce que tu peux faire

pour trouver une date l ?OLIVIA : Mais je cherche par le mois.ESL : Oui, voil, c'est une bonne ide.OLIVIA : Il y a ein Mai, ein Mai.(rit).ESL : Erster Mai. Tu vois comment ilsfont ?OLIVIA : Il mettent le jour et le mois.ESL : Voil, copie-le ().

ESL : Ce nest pas encore conforme. Ladate c'tait quoi ? Tu mets 22 virgule.OLIVIA : C'est pas une date, c'est lesplusieurs jours diffrents.ESL : Ah oui mais c'est le 22, 23 ilfaut un point chaque fois pour dire quec'est une date, tu vois.OLIVIA : Ah bon.

ESL: How could you manage to find a date

here?OLIVIA: I am looking for a month.ESL: Yes, good idea.OLIVIA: They write "one May, one May."(laughter).ESL: Erster Mai [First of May]. Can yousee how they put it?OLIVIA: They put the day and the month.ESL: Yes, copy that.

ESL: Thats not right yet. How was thedate? You put 22 comma.OLIVIA: Thats not a date, that isseveral different days.ESL: Well, yes but thats the 22nd , the23rd you need a dot to say that it is adate, you see.OLIVIA: Oh really ? 23


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CONCORDANCE OUTPUT PRESENTATION

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Text Concordancer V2

Sketch Engine


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GENRE CHARACTERISTICS OF GUIDED TOURS

Moves Discourse

intention

Linguistic

characteristics

Keywords or

punctuation

marks

Title Address the reader Infinitive formsImperative formsInterrogative

!?

Eye-catchingitem Address the reader Pronouns (2

nd pers.)InterrogativeImperative forms

du, wir, uns?!

Description of

the activities

Tell what will be

done/what wasdone in the past/what is planned,possible or allowedduring the visit.

present ; future ;imperfect

passive voice ;

impersonal pronoun

werden +infinitive

werden + pastparticipleman

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OLIVIAS GUIDED TOUR (V1)

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Hallo !! Komm in *der Playmobil Funpark!!! Was kannst du machen ??? Du kannstviel lachen, deine playmobil *herzustellen !

Du kannst ein *Riese playmobil *zu*besuchen ... Du kannst die *Hre , die*Kleide , die Schuhe *zu whlen!!! Kommschnell !!! Erwarten *dir *uns !!


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MOVE CONFORMITY OF OLIVIAS GUIDED TOUR

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Guided tours

features

Online guestbook comment

features

oTitle;o eye-catching item o description of the activity o visiting informationo . o , o !

o Personal detailso Say helloo Negative pointso Positive pointso Suggestion for improvemento Say good byeo ...o !!!o ???o :)o


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DISCOURSE FEATURES OF GUIDED TOURS

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Items containing exclamation

marks (learner corpus "Guided

tours")

Imperative

form

Reference to

a discourse

partner

(pronouns,

routines)

Strong

emotional

load

Zeichne deinen Manga!

Du hast Gelegenheit, deine Figuren zuzeichnen, deine Story zu schreiben unddein Manga zu verwirklichen! (Chlo)

Komm in den Playmobil FunPark!Du kannst viel lachen, deine Playmobilanfertigen!

Komm schnell!! (Olivia)

Hallo Kinder!!! (La)

x

x

x

x

x

x

x?

x

x?Total learner corpus: 23 "!"/963 words =2.38%

10 6 7

Total reference corpus: 10 "!"/3364 words = 0.29%

3 4 3

OLIVIAS GUESTBOOK


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OLIVIAS GUESTBOOKCOMMENT

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Underlined co-present parts;Red modified elements within co-present parts;

errors..

Yellow


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THE TEACHERS REMARKS

Olivia, tu as utilis plusieurs formules qui setrouvent aussi dans le corpus ou les concordancesauxquels tu avais accs lors du devoir sur table. Tuas su rajouter ou enlever des mots de faon souventjudicieuse. Certaines formules mritent d'tre mieux

intgres dans ton texte.

[Olivia, you have used several formulations whichexist also in the corpus or in the concordance lines towhich you had access during the test. You have

managed well to complete the co-present parts byadding or deleting words as necessary. Some of thecorpus formulations need better integration in yourtext.]

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CO-PRESENT ELEMENTS

Elements appearing in the guestbookreference corpus as well as in the learner

corpus

Averagenumber of

co-present

elements

(text unit =

100 words)

Simple words 3,82

Short chunks 4,42

Long chunks (separated by punctuation marks) 2,57

Non-modified elements 7,21

Successfully modified elements 2,07Non-acceptable modified elements 1,57

Total number of co-present chunks 6,99

Total number of co-present words 29,35

Average number of words in the learners comments 105,85

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THE LEARNERS TASK PREFERENCESGuided tour Guestbook comment

La I learnt how to give my opinion in

German about a museum I hadvisited.

Vicky We could write what we thoughtbecause we let "real" people speakmore direct style.

Camille We had to invent a lot whichallowed us to choose freelywhat to write. Even if I foundit difficult in the beginning (Iwas too attached to French), Ithink that we learnt the mostthings with this text.

Olivia That was more interesting,amusing and constructive.

Bottom up oriented Top down oriented

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LEARNER COMMENTS ABOUT CONCORDANCING

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Become aware of

linguistic and discourse

norms

Formulation aid Reduced cognitive

load

Olivia Less information to sortthrough than within adictionary

Graldine See differences betweenGerman and French syntax.Understand how the meaningis created in German.

Dictionary consultationis "too long, toocomplicated".

Alexa Find the German word order.Vicky Become aware of the

difference between normswhich exist for written andfor oral German.

Be able to "expresswhat you think".

Vicky Have a means to check ifwhat you have writtencorresponds to existingnorms.

Chlo Understand that there arethings which can be said inFrench, but not in the sameway in German.

More "natural" style;less writing errors.

Camille Discover its own errors. Identify and use"ready-made

formulations".


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INTERTEXTUAL WRITING PROCESS

Guestbook concordance

lines (reference corpus)

Camilles guestbook

comment (V4)

Modifications

Wir wrden uns FREUEN wenn

Sie uns auch knftig treu bleiben.

Meine Familie *mit mir

wrden uns *Freuen wenn Sieein Vesper geben knnten.

Search word:

capital letters >small letters

Ich FINDE alles total interessant. Aber wir haben alles totalinteressant gefunden!

Co-presentchunk completedby a conjunction.

Modified numberand modifiedtime.

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NEW GUIDANCE STYLE

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0 100 200 300 400 500 600

Number of text annotations

Weak interventions

Moderate interventions

Strong interventions

Number of textannotations

Weak interventionsModerate

interventionsStrong

interventions

Brieffreunde.org 164 21,95 24,52 47,56

Projekt Prospekt 525,8 15,44 23,76 60,79

Brieffreunde.org:

writing pen pal ads

Projekt Prospekt:

three tourism texts


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DANKE FR IHRE AUFMERKSAMKEIT!

[email protected]://didaktik.hautetfort.com

Mein besonderer Dank geht an Alex Boulton (UniversittNancy), der mein Manuskript korrekturgelesen hat. 37
mailto:[email protected]://didaktik.hautetfort.com/http://didaktik.hautetfort.com/mailto:[email protected]


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REFERENCES

Anthony, L. (2007). AntConc3.2.1w. Bronckart, J.-P. (1997). Activit langagire, textes et discours. Pour un

interactionisme socio-discursif. Paris: Delachaux et Niestl. Chanquoy, L. & Alamargot, D. (2003). "Mise en place et dveloppement des

traitements rdactionnels : le rle de la mmoire de travail". Le Langage etl'Homme, vol. 38, n 2, dcembre 2003. pp. 171-190.

Cobb, T. (nd). Konkordanzer-Corpus Deutsch (v5.1). Culioli, A. (2002). Variations sur la linguistique. Entretiens avec Frdric

Fau. Paris: Klincksieck. DeReKo (Deutsches ReferenzKorpus). IDS (Institut fr Deutsche Sprache),

Mannheim. Fleury, S., Lamalle, C., Martinez, W. & Salem, A. (2003). Lexico3. Outils de

statistique textuelle. Paris: Universit de Paris 3. Hayes, J. R., & Flower, L. S. (1980). "Identifying the organization of writing

processes". In Gregg, L. W. & Steinberg, E. R. (dir.). Cognitive processes in

writing. Hillsdale, NJ: Lawrence Erlbaum Associates. pp. 31-50. Kilgarriff, A., Rychly, P. & Pomikalek J. (nd). Sketch Engine. Collection de

corpus. Norman, D. A., Rumelhart, D. E. & the LNR Research Group (1975).

Explorations in cognition. San Francisco: Freeman. imunek, R. (2007). Formelhafte Sprache und Internetprojekte. Zum

Sprachgebrauch und -erwerb fortgeschrittener Fremdsprachenlerner.

bi G l

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http://www.antlab.sci.waseda.ac.jp/antconc_index.htmlhttp://www.lextutor.ca/concordancers/concord_g.htmlhttp://www.ids-mannheim.de/kl/projekte/dereko_I/http://www.cavi.univ-paris3.fr/Ilpga/ilpga/tal/lexicoWWW/http://www.sketchengine.co.uk/http://www.sketchengine.co.uk/http://www.cavi.univ-paris3.fr/Ilpga/ilpga/tal/lexicoWWW/http://www.ids-mannheim.de/kl/projekte/dereko_I/http://www.lextutor.ca/concordancers/concord_g.htmlhttp://www.lextutor.ca/concordancers/concord_g.htmlhttp://www.lextutor.ca/concordancers/concord_g.htmlhttp://www.antlab.sci.waseda.ac.jp/antconc_index.html

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Schaeffer-Lacroix Foreign Language Text Revision DGfS 2011