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(namd SimSun 44 pnamdhGaramond 2Monotype Typography, Inc. ___PPT10 DL $,:;$<$??44 ___PPT9  &  L# #8\:,;L<L?,?<AD4l              L   1<*l?  %QOKTracking Learning: Using Corpus Linguistics to Assess Language Development LK James Lantolf Steve Thorne CALPER Center for Advanced Language Proficiency Education and Research The Pennsylvania State UniversityxP+Tracking Learning: Approaches to Assessment,+ Traditional Classroom Assessment Achievement, Placement, Formative Standardized Tests AP, TOEFL, OPI, STAMP Alternative Assessment Portfolio & LinguaFolio Performance Assessment, Task-Based CALPER Assessment Dynamic Assessment Corpus-Informed Assessment!Z"ZZZZ;ZZ.Z!" ;  dIToday s TalkWhat is a corpus? Types of corpora Corpus-informed assessment Developmental learner corpora Contrastive learner corpus analysis against baseline Two examples of corpus-informed assessment Advanced ESL academic discourse competence German modal particles >ZT0 odZ+ZB ZZZ=S*AQWhat is a Corpus?PA corpus (plural corpora) Large collection of texts Gathered according to specific criteria Stored in an electronic database with relevant meta-data associated with each text entry Student ID Time/date Activity type Corpora can be constructed from written language use (especially digital texts) or transcribed from spoken interaction ZZ#ZxZ      x$$RBasic Tenets of Corpus Analysis eData driven, highly empirical Objective approach A grammar of use based on attested utterance types A grammar of probability based on frequency and distribution Language use and structure: Collocational patterns Lexicon heart of systematicity in language, i.e., grammar Formulaic sequences comprise ~60% of language use (Wray, 2002; Schmitt & Carter, 2004)JZZ93 %,  sZ Corpora & Language AssessmentFor advanced proficiency -- develop and/or utilize genre, modality, and context-specific corpora Focus can be on grammatical, lexical, metaphoric, discourse, pragmatic features Typical problems and errors of usage can be found in learner data Teachers and learners themselves can observe and assess their own and one another s performance Expert-speaker corpora can reveal what learners are not using/doing, as well as how appropriately, successfully, and differentially they are using the target languagejZT&  Qq#Comparing Assessment ApproachesElicited performance indicative of competence  Authenticity and / or ecological validity of test instrument Sampling issues Reliability Critical question: Is the elicited performance representative of the individual s state of language development? nqnn.@  ^ Naturally-occurring language performance indicates competence Volume of language learners produce across tasks/genres and time Sampling issues become irrelevant Reconceptualize reliability Critical question: Have enough data been collected to conclude that an individual s performance is representative of her state of language development?vnnxn[  ITA Project_ITAcorp Project ITAs highly competent researchers Expand repertoire of options for performing often complex social roles (instructor, adjudicator, tutor, advisor, fellow student, mediator) Assessment --> Contrastive corpus analysis of ITACorp with baseline corpus -- MICASE Grammar as choice as it relates to meaning and social actions Formulaic sequences, small words, modulation Corpus-informed pedagogical intervention to prepare students to participate successfully in spoken and written genres of academic discourse RZ+.  $d MethodologyContrastive corpus analysis of MICASE and ITAcorp --> what are the differences in language use between expert/native and ITA/advanced ESL speakers? Identified directive and obligative constructions Quantified usage of directive language in both corpora The case of wanna / want to.Z7^>*} R :Corpus Assessment: Time 1The case of  you want to |  you could &  Please + [imperative] <@ZZ*;Corpus Assessment: Time 2&Post intervention usage of  you want to 10 instances of usage across 25 advanced ESL students Concordance lines of proceduralized usage in contextFZ)54  t<Corpus Assessment\ Corpus-informed Assessment and Materials Development: German Modal Particles Nina VyatkinaB]ZM T=Teaching the MPs: ChallengesModal Particles: ja, doch, denn, mal Rampant polysemy in MPs Strongly context-bound meaning Absence of a direct counterpart in English (translated by tag questions, intonation, omitted) Absence of an informal  particle-friendly climate in traditional language classrooms Overly formal treatment in textbooks Sentence-based rather than utterance-based [interactive]@799p ;> Participants7 American students and 16 German students discussing intercultural topics in German and in English using email and chat during 8 semester weeks (Fall 2005)Z? , tGerman modal particles: indeclinable  smallwords typical of conversations  The German listener expects a particle. If it is absent, the sentence acquires a specific stylistic value: without a particle it sounds choppy, harsh, unfriendly, its utterance is apodictic, abrupt, blatantly noncommittal. (Weydt, 1969) D:J`` V&    CPedagogical interventionClassroom intracultural sessions: explicit instruction based on the data produced by the participants in Internet-mediated intercultural sessions: practice in language use in CMC with native speakers (Belz, 2006)   4  $$*((, @1Relative frequency: modality/intervention effectf* Statistically significant difference in mean relative frequencies (no. MPs/1000 German words), p<.05ggAMP Dispersion in the corpus2Learners: ja denn doch mal NSs: ja denn doch mal  ZnZnZZnZZ    B-MP use by NSs and learners (absolute numbers).. (  D` Awareness-raising exercise 1 Questions adopted in part from Mllering and Nunan (1995),a' 9 ,F In this excerpt from your chat with your German partner, what lexical category (part of speech) do the words ja, mal, aber belong to? Can you list other words belonging to this category? What functions do these words have in the examples from your partners writing? Which of these words have you ever used (in this course or earlier) in the same functions? Soren: Wann kommst Du mal nach Deutschland? Jeremy: Hoffentlich komme ich der Fruhling 2007. Soren: Oh das dauert aber noch Soren: Das ist ja noch ber ein Jahr Soren: Naja, vielleicht schaffst Du es ja dann mal bei mir vorbei zu kommen. tfPPPPm*  mI  AEAwareness-raising exercise 2TIn the given excerpt from your chat with your German partner, separate modal particles (MP) from their homonyms (H). Try to paraphrase the meaning of each word marked in bold. How many MPs and their homonyms did you use? And your partner? Chip: Was hast du ueber FKK geschrieben? [...] Simone: Zu welcher Frage meinst Du denn (___)? Chip: Umm... ich muss die Frage finden Simone: Es gab ja (___) mehrere Fragen zum Thema FKK [& ] Simone: Die Serie luft doch (___) aber noch in den USA? [...] Simone: dann mal (___) bis zur nchsten e-mail! Chip: Ja (___)! Bis zum naechsten Mal (___) ! :-) Simone: Du kannst mir ja (___) mal (___) schreiben, was Du auerhalb der Uni noch so machstPP+ "  !   2 L kFLAwareness-raising exercise 3 Questions adopted in part from Mllering (2004)M0<  Consider the following concordance lines with the modal particle MAL extracted by means of WordSmith Tools from your partners writing and answer the questions: Underline all the finite verbs in the clauses containing MAL. Do you see any patterns? In these examples, does the content refer to the past, present, or future time? What is the lexical category (part of speech) of the word expressing the subject in each line? What sentence types do the examples contain  declaratives, exclamatives, commands, questions?PZeZjB6d,[  4?Corpus-informed Assessment: Conclusions, Questions, & ResourcesRepresentativeness and ecological validity? Assemble corpus data to adequately and significantly represent production Use benchmark corpora for assessing learner language successes and problems Developmental corpus assessment of individuals and class-cohorts CALPER materials: Corpus tutorial -- see calper.la.psu.edu INVESTIGATING REAL LANGUAGE -- June 25-27, 2007 DYNAMIC ASSESSMENT workshop June 25-27, 2007 CALPER Corpus Tool available Summer, 2007 ,+  * $G ~Thanks -- please visit our website for more information on CALPER materials, events, and services: http://calper.la.psu.edu(fmH  SChallenges to Corpus Approaches One data source among many: ethnographic details, visual field, introspection, clinical and experimental elicitation Descriptive not explanatory Focus on externalized language use / performance  psycholinguistics and language processing inferred Corpora are  real (representation of actual use), but are they  authentic (meaningful and applicable to learners, e.g., Widdowson, 2002) Only as good as its representativeness Harkening back to contrastive error analysis? No, contrastive analysis of actual use that does not need to include incapacity evaluations of learners *AZ?,q TTypes of Corpora & Analyses5Corpus Design and ConstructionXAggregative Genre, register Meta-data: Situational context Activity Level of proficiency('2'28Corpus Design and Construction^Role of meta-data: Individual Task Time Corpus construction as a form of experimental researchT76  9Corpus AnnotationFrequency and location of tags Laughter for hyperbole Language use as social action Part-of-speech Lemmatization Syntactic tagging Error tagging Semantic tagging:5N5NW  Corpus Informing Language TheoryNot only what is possible (e.g., nativist and UG approaches), but what is likely or frequent in usage Illustrates the limits of introspection about language (enormous differences between intuition and actual use) Language structure, i.e., formulaic sequences comprise ~60% of language use (Wray, 2002; Schmitt & Carter, 2004) Emergent grammar (Hopper, 2002; Bybee, 2001) Grammar a consequence, not a precondition -- epiphenomenal Grammar = observable repetition in discourse Grammar contingent upon lexical environment  Grammar contracts as texts expands --> fragments and repertoiressen  L$BB BB B $$B(B(,,,!=Y Revisioning Ellipsis  tSpeakers add features as necessary rather than as taking away from what would be required in written discourse (see also Wittgenstein, 1953; Rommetveit, 1974) Omission of auxiliaries is common (be, have, do) but not often from speaker s or 1st person perspective Empty  its and existential  there is often dropped in spoken discourse Pronouns before modal verbs e.g., can happen, should be Overall, beginning bits are left out Grammatical description SHOULD represent spoken language use, should relate items and structures to interactional and situational functions (ZZZK  $$((,,004488<<#7 $  , { k/Importance of Measuring & Understanding Process&0(Alfred Binet (1909) advocated process assessment, though never designed an instrument to measure it. Buckingham (1921) accounting for learning processes as important as products.N_   l Challenges of Assessing Process &!Feasibility  the most direct procedure for determining an individual s proficiency& would simply be to follow that individual surreptitiously over an extended period of time& It is clearly impossible, or at least highly impractical, to administer a  test of this type in the language learning situation (Clark 1978, as quoted in Bachman, 1990). Scalability - the bane of  alternative assessment@ ZMZ3Z M3mDepicting Process in SLA& gAccuracy of production of L2 forms and IL development suggests a curvilinear rather than a linear relationship (Norris & Ortega, 2003). Threshold and stage effects (Meisel, Clahsen & Pienemann, 1991). U-shaped behavior (Kellerman, 1985) Omega-shaped behavior - temporary increase in frequency followed by a normalization (Wolfe-Quintero, Inagaki,& Kim, 1998).FhZA$z  P  r$%Using Corpus to Assess IL DevelopmentvAddressing feasibility and scalability Proliferation of technology-mediated language learning More powerful computers and more refined software. Automated speech recognition -  dirty ASRR'     t&4 Complementary AssessmentUse testing techniques (traditional or performance) in conjunction with corpus-based assessment to generate a more detailed and broad-based account of IL development.^Academic Discourse Performance&An ITA s success as instructors and future faculty depends on successful participation in written and spoken academic discourse e.g. spoken genres:Z\"The ITA  problem Jan 2005: North Dakota proposed legislation: bill would have forced universities to reimburse class fees to student complaints about an instructor s inability in English. If ten percent or more students had complained, the instructor would have been relieved from teaching pending further review. A watered-down version of the bill passed. High number of international graduate students in the U.S. -- 50 % of US graduate students in engineering and sciences are internationalaDirective LanguageDL is language with directive illocutionary force (Searle, 1979) used functionally for making suggestions or giving advice In traditional frameworks, DL has primarily deontic qualities of obligative modality In textbooks, is taught as series of modals & semi-modals (must, mustn t, have to, should, ought to, need to, needn t) In SYS-FUNC, DL would be considered part of the MODULATION system, a continuum between obligation (what I want you to do) and inclination (what you want to do)"Z, #bWhy Study Directive Language?DL is an important part of several academic discourse genres and professional competence Inappropriate or unintended use of DL may result in miscommunication or misunderstanding of speaker intention DL is highly interpersonal, involving speaker authority and power hierarchies cResearch.Contrastive genre-comparable spoken corpora ITAcorp (ITA language use): office hours role plays (CMC, presentation, post-evaluation)-- approx. 120,000 tokens MICASE (base-line  expert corpus): Advising and Office Hours sub-corpora--180,000 tokens MICASE data as model Analytical framework: Corpus: usage-based, frequency & distribution Qualitative: (professional) discourse analysis, SYS-FUNC & APPRAISAL,t,k Tt ,ee3Preliminary Contrastive Analysis of wanna / want to43$  f'You [+ hedge] want to / wanna [+ hedge]('  i+Additional Preliminary Descriptive FindingsIn comparison to MICASE data, ITAs as represented in ITAcorp: Generally use very few hedges or intensifiers Generally under use periphrastic forms Overuse obligative modals (must, should) and please + imperative Use  can for obligative  should Use only basic conditional, underuse of  you could and no use of  I would Navigate between  I and exclusive  we strategically, invoking departmental or professorial authority when the going gets tough >>+Yb_ = &j Next Steps Complementary ethnographic data (survey, interviews) for ITAcorp participants Use audio to produce narrow transcriptions of select data Focus on differences across modality (CMC vs. F2F) Focus on classroom presentation of a concept (contrasting with MICASE) Gather data from non-role play ITA professional activity (section leader, lecturer, office hours) Develop set of corpus-informed pedagogical interventions focusing on professional discourse competencies Z 0ZM  5/Gb  h$$((,,90What is Data-Driven Learning?Application of tools (concordancers) and techniques from corpus linguistics in the service of language learning. Inquiry-based pedagogy Learner as researcher "Research is too important to leave to researchers" (Johns, 1991, p2.)&3 /Paradigms of L2 InstructionrTraditional approaches: Present -> Practice -> Produce Data-driven learning: Observe -> Hypothesize -> Experimentd %$  1*Impact of Corpus Techniques on L2 PedagogyMaterials development How do native/expert speakers actually use the target language? What drives sequencing? Instructional activities Example - link Data-driven learning tools KWICionary - link ZXZZZZZZX :  d 0&d 02 Research on Data-Driven LearningVocabulary Acquisition: improved through the use of concordances (Steven, 1991; Cobb, 1997) Writing Instruction: students can correct their own errors with concordances (Gaskell & Cobb, 2004; Ross & Payne, 2005) JAN+3Pedagogical Issues for DDLLearning a new way to learn language Relationship between proficiency level and data-driven learning approach Should frequency of use drive materials development?.Next Generation Corpus Tools>Text files => relational databases Storing data as smallest atomic unit Associate extensive meta-data with each data entry Application-based => web-based Promote aggregation and sharing of data Location-independent collaborative research Integration with online learning environments Online Corpus Analytic Tool (OCAT)j#ZXZZTZQZ#XTQx* OCAT DesignRelational database backend Extensive meta-data can be assigned to each data entry. 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"2 ]Tracking Learning:    ."System-@0Garamond-. <2 h#Using Corpus Linguistics to Assess "         .-@0Garamond-. %2 :]Language Development " %.-@0Garamond-. )))2 nJames  .-@0Garamond-. )))2 Lantolfh   .-@0Garamond-. )))2 n Steve Thorne  .-@0Garamond-. )))2 ;nCALPER.-@0Garamond-. )))Z2 kn7Center for Advanced Language Proficiency Education and             .-@0Garamond-. )))2 nResearch  .-@0Garamond-. )))92 n!The Pennsylvania State Universitys      .-՜.+,00     On-screen Show?Steven Thorne?k99O EArial GaramondTimes New Roman WingdingsMS Pゴシック宋体TahomaLucida GrandeTimesAxisMicrosoft Word DocumentMicrosoft Graph ChartLTracking Learning: Using Corpus Linguistics to Assess Language Development,Tracking Learning: Approaches to AssessmentToday’s TalkWhat is a Corpus? Basic Tenets of Corpus AnalysisCorpora & Language Assessment Comparing Assessment Approaches ITA ProjectITAcorp Project MethodologyCorpus Assessment: Time 1Corpus Assessment: Time 2Corpus AssessmentTeaching the MPs: Challenges Participants Pedagogical intervention2Relative frequency: modality/intervention effectMP Dispersion in the corpus.MP use by NSs and learners (absolute numbers)b Awareness-raising exercise 1 Questions adopted in part from Möllering and Nunan (1995)Awareness-raising exercise 2NAwareness-raising exercise 3 Questions adopted in part from Möllering (2004)@Corpus-informed Assessment: Conclusions, Questions, & Resources Slide 25 Slide 26 Challenges to Corpus ApproachesTypes of Corpora & AnalysesCorpus Design and ConstructionCorpus Design and ConstructionCorpus Annotation!Corpus Informing Language TheoryRevisioning Ellipsis0Importance of Measuring & Understanding Process!Challenges of Assessing Process Depicting Process in SLA&Using Corpus to Assess IL Development“Complementary” AssessmentAcademic Discourse PerformanceThe ITA “problem”Directive LanguageWhy Study Directive Language? Research4Preliminary Contrastive Analysis of wanna / want to(You [+ hedge] want to / wanna [+ hedge],Additional Preliminary Descriptive Findings Next StepsWhat is Data-Driven Learning?Paradigms of L2 Instruction+Impact of Corpus Techniques on L2 Pedagogy!Research on Data-Driven LearningPedagogical Issues for DDLNext Generation Corpus Tools OCAT DesignAssessing Language DevelopmentAssessing Language DevelopmentAssessing Language Development  Fonts Used Design TemplateEmbedded OLE Servers Slide Titles9&_֑ Arlo BensingerArlo Bensinger  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesCurrent UserSummaryInformation(PowerPoint Document(DocumentSummaryInformation8