Download pdf - Can we develop TV drama corpus-informed English vocabulary materials for elementary-level EFL learners?

Can we develop TV drama corpus-informed

English vocabulary materials for elementary-level EFL learners?　

Hiroya TanakaHokkai-Gakuen University

[email protected]

2nd Joint International Methodology Research Colloquium Feb. 16, 2016 @Tenbusu Naha, Okinawa, Japan

Menu

1. Background - Why?

2. Purpose - What?

3. Method - How?

4. Results and Discussion - Where to?


Problem

• Insufficient input 　　both in quantity and quality

1.1 Elementary-level EFL learners in Japan

Input sufficient in quantity?

Authorized English textbook for JHS

Sunshine English Course 1 ~ 3, Kairyudo

• headword: 1,241 words

• token: 6,131 words ( + appendices = 7,583 words)


token: 6,131 words ( + appendices = 7,583 words)

= 24 pages in a paperback novel


Input sufficient in quantity?


textbook drill dictionary

Input sufficient in quantity and quality?


vocabulary book

(example) celebrate

• This is the festival celebrating the end of the year. (Textbook A)

• We celebrated John’s birthday. (Book A)

• celebrate our father’s birthday (Book B)

• Quite a few people have been invited to celebrate the couple’s anniversary. (Book C)



Input sufficient in quality?

• Lack in function (to-whom, for-what, where, when?)

• Little attention to Politeness? (neg-politeness / pos-politeness / without redressive action, baldly)

• Mostly one-way

• Need for sufficient input both in quantity and quality


• Need for more exposure to everyday life English


1.2 Formulaic language

formulaic sequence

multi-word construction lexical bundlelexical phrase

multi-word unit

collocation idiom phrasal verb

pragmatic routine conventional expression formula

Significance• Wide coverage both in spoken and written text

(e.g., Biber et al., 1999; Erman & Warren, 2000; Foster, 2001)

• Use linked to higher assessments on speech and writing tasks (e.g., Hsu & Chiu, 2008; Keshavarz & Salimi, 2007)

• “Most (all?) conventional speech acts are realized by families of formulaic language …” (Schmitt, 2010, p. 120)


Challenge for learners• slow development

• limited ability to intuit usage norms

• first language-based sequences use which end up inappropriate (Wood, 2015)


Application• Academic Formulas List (AFL)

- Core and the top 200 Written and Spoken AFL (Simpson-Vlach & Ellis, 2010)

• PHRASE List - 505 most frequent non-transparent multiword expressions (Martinez & Schmitt, 2011)

• PHAVE List- 150 most frequent phrasal verbs (Garnier & Schmitt, 2015)


Direction of this study

Not learning formulaic language itself, but learning basic vocabulary through formulaic language


Why formulaic language?

“You shall know a word by the company it keeps.”

(Firth, 1957, p. 11)

Learners should learn a word by the company it keeps.


Why corpus?

• Corpus data have always played a major part in developing vocabulary materials

• Difficultly in including formulaic sequence into materials

- which word strings are formulaic

- which of the many formulae known to native speakers learners most need to learn

(Jones & Durrant, 2010)

1.3 TV drama corpus

1.3 TV drama corpus

1.3 TV drama corpus

• spoken(-like) corpus

• much larger and more recent than other spoken corpora (100 million words)

• search for phrases, grammatical constructions, collocates available

• more words dealing with everyday life and personal relationships than spoken proportion of BNC and COCA 　　　　　 (Davies, 2012)

Why TV drama corpus? Why SOAP?

Why TV drama corpus?

• Corpus of “you and I” and “here and now”

• Potential as corpus for Elementary level EFL learners

1.3 TV drama corpus

1.3 TV drama corpus

2. Purpose - What?Developing TV drama corpus-informed supplementary vocabulary materials for elementary-level Japanese EFL learners to help them acquire knowledge of basic English vocabulary through formulaic language

3. Method - How?

Method

for

Materials Development?

Simple sequence of materials development (Jolly & Bolitho, 2011)

1. Identification of need

2. Exploration of language

3. Contextual realisation

5. Physical production

4. Pedagogical realisation

6. Use

7. Evaluation



Students have difficulty understanding the sentence, “It’s time Prime Minister listened to his critics.”



The teacher consults “Practical English Usage” (Swan, 2005)for explanations and example sentences.



The teacher decides to produce worksheets on “Hypothetical Meaning” for class use to reinforce actual teaching.



The teacher decides on contrastive approach (facts vs. hypothesis). The focus is on unspoken meaning and speaker’s attitude.



The worksheet is produced as a Word document, photocopied and distributed to learners.


6. Use

There is an introduction in class, followed by completion of the worksheet at home and checking in the next class.


7. Evaluation

Students write comments and difficulties with the worksheet.

a variety of optional pathways and feedback loops which make the whole process dynamic and self-regulating

Jolly & Bolitho (2011)

3.1 Procedure for this study1. Identification of need



5. Tentative Physical production


6. Use (Empirical Study)

7. Evaluation (Empirical Study)

3.1 Procedure for this study8. Re-exploration of language

9. Re-contextual realisation

10. Re-pedagogical realisation



• Need for sufficient input both in quantity and quality

• Need for more exposure to everyday life English

Corpora

• Corpus of American SOAP operas (100 million words)


• Corpus of American SITCOM (5 million words)

Corpus of American SITCOM

• 5 million words

• 18 titles from 2006 to 2015

• Transcript data from different fansites

Corpus of American SITCOM

18 titles from 2006 to 2015

• The Big Bang Theory (Season 1 ~ 8 )

• Modern Family (Season 1 ~ 6)

• Parks and Recreation (Season 2 ~ 6 )

• Baby Daddy (Season 1 ~ 4 )

• Jessie (Season 1 ~ 2)

• Girl Meets World (Season 1 ~ 2 )

• The Middle (Season 3 ~ 6 )

• It’s always sunny in Philadelphia (Season 6 ~ 10 )

Corpus of American SITCOM • 2 Broke Girls (Season 1 ~ 4 )

• Bad Teacher (Season 1)

• Silicon Valley (Season 1 ~ 2)

• Switched at Birth (Season 1 ~ 4)

• Raising Hope (Season 1 ~4 )

• Community (Season 1 ~ 5)

• Happy Endings (Season 1 ~ 3)

• Melissa & Joey (Season 2 ~ 4)

• Mike & Molly (Season 1 ~ 5 )

• How I Met Your Mother (Season 6 ~ 9)

• Base : American SITCOM- produce n-gram list - search for example sentence - search for situation and function

• Reference : American SOAP operas - search for construction- frequency / MI score



• Basic vocabulary list: Longman Communication 3000

• Spoken formulas list: SITCOM Corpus

• Formula search: SOAP and SITCOM



Target Word(Longman 3000)

Spoken Formulas List

(SITCOM Corpus)

Example Formula

(SOAP and SITCOM)

Vocabulary Material

• Basic vocabulary listLongman communication 3000:a list of the 3000 most frequent words in both spoken and written English, based on the 390 million words in the Longman Corpus Network

(Bullon & Leech, 2007)


Spoken formulas list: SITCOM Corpus (1) Extract word, 2-gram, 3-gram, 4-gram, and 5-gram list from SITCOM (2) Cut off at the point of 10 per million words (pmw)(3) Use checklist to compile spoken formulas list


Checklist to identify formulaic language

• Coulmas (1979): Conditions for FS

• Peters (1983): L1 child

• Wray & Namba (2003): L2 bilingual child

• Wood (2010) : L2 learners’ speech


Checklist for Spoken formula 1) two or more words (2- to 5-gram)

2) more than 10 pmw

3) pragmatic integrity

4) transparent rather than opaque (literal rather than non-literal)


3) pragmatic integrity• discourse marking (e.g., you know, if you see

what I mean)

• face and politeness (e.g., do you think, do you want me to)

• vagueness and approximation (e.g., a couple of, or something like that)

(O’Keeffe, McCarthy, & Carter, 2007)


4) transparent rather than opaque

• the most common sequences in everyday talk — their recurrence is typically subliminal and not immediately accessible to the intuition of the native speakers

(Adolphs & Carter, 2013)


Checklist for Example formula

1) Span of ± 4 (Sinclair, Jones, & Daley, 2004)

2) MI score of at least 3.0 (Wood & Namba, 2013)

3) transparent rather than opaque (literal rather than non-literal)


• SITCOM word list

• spoken formulas list → General spoken formulas list



• SITCOM word list



Rank Word Frequency Per Million1 you 170029 33900.682 i 165635 33024.603 the 130895 26098.084 to 114979 22924.725 a 110625 22056.616 and 81224 16194.587 it 62501 12461.568 that 61105 12183.229 of 55067 10979.3610 is 50012 9971.48

3.4% 3.3%

Rank Word Frequency Per Million11 in 47184 9407.6312 my 43872 8747.2813 this 43031 8579.6014 me 42921 8557.6615 i'm 41755 8325.1916 what 40397 8054.4217 we 36501 7277.6318 oh 36177 7213.0319 no 35887 7155.2120 on 34843 6947.06

• General spoken formulas list



Rank 2-gram Frequency Per Million1 you know 14136 2818.462 i don't 12591 2510.423 are you 10018 1997.414 this is 9377 1869.605 do you 7829 1560.966 have to 7041 1403.857 i know 7015 1398.668 i have 6620 1319.919 all right 6240 1244.1410 i think 6075 1211.24

Rank 2-gram Frequency Per Million11 i just 5770 1150.4312 a little 5291 1054.9313 i mean 5248 1046.3614 come on 4827 962.4215 if you 4803 957.6316 i can't 4729 942.8817 thank you 4698 936.7018 i can 3983 794.1419 you guys 3965 790.5520 did you 3744 746.49

Rank 3-gram Frequency Per Million1 i don't know 4198 837.002 you know what 3457 689.263 what are you 3326 663.144 oh my god 3179 633.835 what do you 2115 421.696 you want to 1898 378.437 are you doing 1889 376.638 a lot of 1872 373.249 i don't want 1623 323.6010 i have to 1622 323.40

Rank 3-gram Frequency Per Million11 i want to 1486 296.2812 do you think 1312 261.5913 i don't think 1294 258.0014 you have to 1180 235.2715 i can't believe 1149 229.0916 i'm going to 1103 219.9217 why don't you 1077 214.7318 i need to 955 190.4119 do you want 935 186.4220 what the hell 909 181.24

Rank 4-gram Frequency Per Million

1 what are you doing 1658 330.572 i don't want to 1056 210.553 you don't have to 577 115.044 what do you think 563 112.255 what do you mean 509 101.496 i want you to 455 90.727 you want me to 455 90.728 do you want to 398 79.359 get out of here 388 77.3610 in the middle of 336 66.99


11 thank you so much 327 65.2012 i just want to 318 63.4013 i need you to 313 62.4114 nice to meet you 307 61.2115 i just wanted to 302 60.2116 what do you want 300 59.8117 you don't want to 284 56.6218 if you want to 276 55.0319 i don't know how 275 54.8320 i don't know if 271 54.03


1 what are you doing here 513 102.282 what are you talking about 430 85.733 do you want me to 158 31.504 what the hell are you 141 28.115 what are we gonna do 138 27.516 thank you so much for 135 26.927 i don't know what to 134 26.728 can i talk to you 129 25.729 you know what i mean 128 25.5210 what are you gonna do 122 24.32


11 i don't want you to 114 22.7312 what is wrong with you 93 18.5413 what am i supposed to 92 18.3414 what are you guys doing 91 18.1415 you know what i think 89 17.7416 how am i supposed to 88 17.5517 let's get out of here 87 17.3518 am i supposed to do 86 17.1519 i don't know how to 86 17.1520 i need to talk to 84 16.75

• General spoken formulas list criteria cover 57% of the top 200 Academic spoken formulas. (Simpson-Vlach & Ellis, 2010)




Word familiarity-based approach

• Familiarity 1: Recognition“I have seen this word.”

• Familiarity 2: Form-meaning mapping “I know its form and meaning.”



• Familiarity 3: Key formula “I can use this word in a formula.”

• Familiarity 4: Formula in dialog“I can use this word in a formula embedded in a conversation.”



• Familiarity 5: Formula in context“I can use this word in a formula to express my own feelings and thoughts.”


Rank COCA Freq. MI Rank SOAP Freq MI

1 ANNIVERSARY 1629 8.59 1 WE 1279 3.19

2 BIRTHDAY 1218 7.54 2 OUR 228 3.32

3 CHRISTMAS 414 4.95 3 SHOULD 227 3.04

4 VICTORY 311 4.89 4 DAY 100 3.09

5 MASS 288 4.14 5 TONIGHT 98 3.83

6 50TH 276 8.54 6 NEW 97 3.40

7 HOLIDAY 253 5.20 7 REASON 89 3.80

8 WEDDING 223 4.91 8 BIRTHDAY 88 6.54

9 HOLIDAYS 218 6.38 9 TODAY 73 3.56

10 FESTIVAL 194 4.94 10 CHAMPAGNE 67 6.36

celebrate: node with a span of ± 4 / MI > 3.0

celebrate

• This is the festival celebrating the end of the year. (Textbook A)

• We celebrated John’s birthday. (Book A)

• celebrate our father’s birthday (Book B)

• Quite a few people have been invited to celebrate the couple’s anniversary. (Book C)

“celebrate” in a textbook and vocabulary books


Familiarity 1: RecognitionFamiliarity 2: Form-meaning mapping

celebrate /ˈsɛləˌbreɪt/ W3 [動] 祝う，式典を挙行する


Familiarity 3: Key formula

celebrate /ˈsɛləˌbreɪt/ W3

It’s your birthday. Come on. Let’s celebrate!


Familiarity 4: Formula in dialog

celebrate /ˈsɛləˌbreɪt/ W3A: (Come on,) she came back. This is good news. We should celebrate.

B: I don't want to celebrate.

A: Not even a little?


Familiarity 5: Formula in contextcelebrate /ˈsɛləˌbreɪt/ W3Make a sentence or a dialog using “celebrate” in your own context.

To do … (0) Add more transcripts and clean up the corpus(1) Finalize n-gram lists

• MI for n-gram (3-, 4-, 5-gram)? • pragmatic function labeling

(2) Physical realisation • polysemy and varied use of formulas • publisher and English informant to work with

(3) Empirical study for “use” and “evaluation”


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Bullon, S. and G. Leech. 2007. Longman communication 3000 and the Longman defining vocabulary. In Bullon, S. and G. Leech (Eds.), Longman communication 3000. Harlow: Pearson Education.

Coulmas, F. (1979). On the sociolinguistic relevance of routine formulae. Journal of pragmatics, 3(3), 239-266.

Davies, Mark. (2012) The corpus of American soap operas: 500 million words, 1990-2012. Available online at http://corpus.byu.edu/soap/overview.asp

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