Text corpora in lifelong language learning 3201-3KORT-OG
Students of various domains of studies get to now theoretical grounds of corpus linguistics and its practical applications with the use of own texts or texts submitted by the tutor. Students and doctoral students who have at their disposal electronic texts may work on them. The project also aims at introducing internet digital tools to build a glossary of terms within a selected academic domain. Students learn methods of linguistic analysis which enables them to identify characteristic features of the specialist language of their interest and the techniques and tools of its analysis. Corpus linguistics tools are universal, so they can be used in analysis of texts in a foreign language or in Polish. In the case of working with texts in a foreign language students learn specialist terminology and concordance based strategies of learning a foreign language.
Language of instruction: Polish, students can create corpora in other languages depending on their needs. Bibliography is English and Polish.
Student's workload:
Getting to know materials 23 hours
Doing assisgnmnets and tests 30 hours
Preparing portfolio 5 hours
Final essay 2 hours
Total 60 hours
Important remark! Course material is divided with regard to the content. Thus, workload in every module is not the same. In one module it is enough to work 30-40 minutes, in the other it may take many hours to complete the tasks. The total workload is estimated to cover 60 hours of study.
Studentas are encouraged to cooperate through questions and answers in discussion fora.
Course content:
Moduł 1. History and scope of corpus linguistics
Moduł 2. Corpus linguistics: concepts and terminology
Moduł 3. Corpus software
Moduł 4.Types of corpora
Moduł 5. Building own corpus
Moduł 6. Copyright issues application to building own corpora
Moduł 7. Specialist corpora
Moduł 8. Polish corpora and corpora of other language
Moduł 9. Corpus data analysis, part 1
Moduł 10. Corpus data analysis, part 2
Moduł 11. Language learning with the use of corpus data
Moduł 12. Self-education with the use of corpus data
Moduł 13. Corresponding and compatible resources and tools
Moduł 14. Round-up and conclusions
Moduł 15. Final work
Software:
Antconc
Excel
Pdf-txt file converter
Course coordinators
Type of course
Mode
Learning outcomes
Estimated effects of learning (knowledge and skills):
Within knowledge student:
Knows basic concepts and terminology in corpus linguistics;
Knows selected corpus tools;
Knows strategies of using corpus tools for language learning;
Within skills student:
can build a corpus from texts within his or her own academic domain;
can use selected corpus tools;
can create a glossary of specialist terms;
can analyse corpus data;
can efectively use corpus data for learning a foreign or native language within the scope of own academic interest.
Within social skills student:
feels the need to use digital tools to learning languages.
Assessment criteria
Final assessment is based on the portfolio which consists of
- a glossary of specialist terminology within a selected academic domain (20% of the total)
- reflexion on own strategies of language learning with the use of corpora and corpus linguistics tools (500-800 words) (40% of the total).
2. Answering questions asked in each course module (40% of the total) .
Marking criteria
100% -93% - 5
92% - 85% - 4,5
84% - 77% - 4
76% - 69% - 3,5
68% - 61% - 3
Bibliography
Bibliography:
Basic:
DUSZAK A., GAJEK E., OKULSKA U. (red.) (2006) Korpusy w angielsko-polskim językoznawstwie
kontrastywnym. Kraków, Universitas.
LEWANDOWSKA-TOMASZCZYK B. (red.) (2005) Podstawy językoznawstwa korpusowego.
Łódź, Wydawnictwo Uniwersytetu Łódzkiego.
Additional:
GAJEK E. (2003) Standardy przygotowania nauczycieli w zakresie technologii informacyjnej
w kontekście kształcenia nauczycieli języków obcych. „Języki Obce w Szkole” 6.
GAJEK E. (2004) Edukacja językowa w Unii Europejskiej. Informator i przewodnik internetowy
dla nauczycieli. Warszawa: Fraszka Edukacyjna.
GAJEK E. (2006a) Korpusy w dydaktyce – opis innowacji dydaktycznej, studium przypadku,
w: A. Duszak, E. Gajek, U. Okulska (red.) Korpusy w angielsko-polskim językoznawstwie
kontrastywnym. Kraków, Universitas, s. 143–155.
GAJEK E. (2006b) Zasoby i narzędzia internetowe w językoznawstwie korpusowym, w: A. Duszak,
E. Gajek, U. Okulska (red.) Korpusy w angielsko-polskim językoznawstwie kontrastywnym.
Kraków, Universitas, s. 311–327.
GHADESSY M., HENRY A., ROSEBERRY R.L. (2001) Small Corpus Studies and ELT Theory
and Practice. Amsterdam/Philadelphia, John Benjamins Publishing Company.
HUNSTON S. (2002) Corpora in Applied Linguistics. Cambridge, CUP.
LEŃKO-SZYMAŃSKA A. (2005) Korpusy w nauczaniu języków, w: B. Lewandowska-Tomaszczyk
(red.) Podstawy językoznawstwa korpusowego. Łódź, Wydawnictwo Uniwersytetu Łódzkiego,
s. 221–239.
LEWANDOWSKA-TOMASZCZYK B., OSBORNE J., SCHULTE F. (2000) Computers in
Language Studies. PiotrkówTrybunalski, Kielce Pedagogical University Affiliated College
Press.
LEECH G. (1997) Teaching and Language Corpora: a Convergence, w: A. Wichmann, S. Fligelstone,
T. McEnery, G. Knowles (red) Teaching and Language Corpora. London, Longman,
s. 1–24.
MCENERY T., WILSON A. (2001) Corpus Linguistics. 2nd Edition. Edinburgh, EdinburghUniversity Press.
O’KEEFFE A., McCARTHYM., CARTERR. (2007)From Corpus to Classroom. Cambridge, Cambridge University Press.
POTTER L., WARREN T. (1999) Using Corpora and Concordancers for Independence. CALL
Review. “The Journal of the Computer SIG” 1, s. 19–22.
REPPEN R. (2010) Using Corpora in the Language Classroom. Cambridge University Press.
TRIBBLE C., JONES G. (1990) Concordances in the Classroom a Resource Book for Teachers.
Harlow, Longman.
WICHMANN A., FLIGELSTONE S., McENERY T., KNOWLES G. (red.) (1997) Teaching and
Language Corpora. London, Longman.