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| IDE5810 | The Use of Cor.in Langu.Teac.and Lear. | 3+0+0 | ECTS:7.5 | | Year / Semester | Fall Semester | | Level of Course | Second Cycle | | Status | Elective | | Department | DEPARTMENT of WESTERN LANGUAGES and LITERATURE | | Prerequisites and co-requisites | None | | Mode of Delivery | Face to face | | Contact Hours | 14 weeks - 3 hours of lectures per week | | Lecturer | -- | | Co-Lecturer | | | Language of instruction | | | Professional practise ( internship ) | None | | | | The aim of the course: | | This course is an introductory course that fosters the use of corpora in the study of language and text analysis. The term "corpus" is used to refer to large collections of electronic texts which represent a sample of a particular variety of use of language(s). The use of corpora has been increasingly popular in both linguistic research, language engineering and in the analysis of textual data. In this course, the students will be introduced to the field of corpus linguistics, learn how to make use of the available sample corpora such as the Corpus of Contemporary American English (COCA) or British Academic Written English (BAWE) and familiarize themselves with the potential benefits of the corpus tools since this is important for the successful integration of corpus into the classroom environment. The course centres around two main parts: First, it aims at introducing the students with the concept of a corpus and corpus based text analysis from various fields, outlining various applications of corpora in language education, helping the students prepare teaching materials and class activities as well as presenting the students with the different types of corpora, corpus-based materials and tools. Second, it aims to make corpus based explorations in the context of language learning activities, offering an accurate reference resource and providing the students with large amounts of linguistic data for discovery learning and engaging them in a range of activities as language l |
| Programme Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | PO - 1 : | familiarity with a range of English-language corpora as well as recent developments in the field of language teaching and learning | | | | PO - 2 : | appropriate use of corpus linguistics for purposes of language teaching and text analysis | | | | PO - 3 : | knowledge on the use corpus tools and methodologies to query the corpus and extract and interpret the patterns accordingly | | | | PO - 4 : | have extensive experience in the use of corpora and create and evaluate corpus-based materials based on research | | | | PO - 5 : | understanding of how to select and work with electronic text corpora for different types of language studies; | | | | PO - 6 : | knowledge on how to use computer tools for analyzing and handling corpus data; | | | | PO - 7 : | knowledge on how to use computer tools for analyzing and handling corpus data; | | | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), PO : Learning Outcome | | |
| The course consists of a series of lectures, supplemented by book reading and work on computers. It is assumed that students entering the course have at least a basic knowledge of computers.
Topics covered will include:
Introduction to corpus-based approaches to language teaching and learning
Overview of basic corpus linguistic techniques for language analysis (e.g. concordancing, wordlists, frequency lists).
Overview of different types of corpora and their use for pedagogical purposes
Understanding of Semantic Prosody and Semantic Preference, Prosodic Profiles of the English Lexicon
Collocations, Colligations, Lexical Bundles and Multi-word combinations
Using Corpus Linguistics in the classroom: Data-driven learning
Study of collocations, colligations, lexical bundles and multi-word combinations
Awareness raising activities towards the idiom principle and open choice Principles in English language
Using CL in the classroom 2: Development of corpus-informed teaching materials
Patterns and Variation (Registers) in corpus and Lexical associations
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| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | Basic Concepts Defined.
Data Driven Learning, Semantic Prosody and Semantic Preference, Prosodic Profiles, Idiom Principle and Open Choice Principle, Hoey`s Lexical Priming Theory, Phaseology and Lexicology, Types of Corpus, Learner Corpus, Interlanguage, Corpus representativeness and Size, Formulaic | | | Week 2 | a. Discussions of the concepts introduced earlier.
b. Overview of Corpus Linguistics.
c. Corpus Linguistics: What it is and how it can be applied to teaching?
d. What corpora can offer in language teaching and learning?
e. Corpora and language teaching: General applications
| | | Week 3 | Reading:
Scott and Tribble (2006) Textual Patterns: Key Words and Corpus Analysis in Language Education. Amsterdam: John Benjamins. Pp: 3-11
Reading:
O?Keefe, Anne and Michael McCarthy, eds. (2010). The Routledge Handbook of Corpus Linguistics. London: Routledge. Pp: 317-371
| | | Week 4 | Scott and Tribble (2006) Textual Patterns: Key Words and Corpus Analysis in Language Education. Amsterdam: John Benjamins. Pp: 73-131 | | | Week 5 | a. Discussions of the concepts introduced earlier.
b. Overview of Corpus Linguistics.
c. Corpus Linguistics: What it is and how it can be applied to teaching?
d. What corpora can offer in language teaching and learning?
e. Corpora and language teaching: General applications
| | | Week 6 | Scott and Tribble (2006) Textual Patterns: Key Words and Corpus Analysis in Language Education. Amsterdam: John Benjamins. Pp: 132-179 | | | Week 7 | O?Keefe, Anne and Michael McCarthy, eds. (2010). The Routledge Handbook of Corpus Linguistics. London: Routledge. Pp: 105-184 | | | Week 8 | O?Keefe, Anne and Michael McCarthy, eds. (2010). The Routledge Handbook of Corpus Linguistics. London: Routledge. Pp: 485-531 | | | Week 9 | Discussion Articles:
a. ?Advanced Learner Corpus Data and Grammar Teaching: Adverb Placement? by Tom Rankin
b. ? The use of adverbial connectors in Hungarian university students? argumentative essays? by Gyula Tankó
| | | Week 10 | Discussion Articles:
a. ?Lexical priming and literary creativity? by Michael Hoey (Text, Discourse and Corpora)
b. ?Keywords and frequent phrases of Jane Austen?s Pride and Prejudice: A corpus-stylistic analysis? by Bettina Fischer-Starcke
| | | Week 11 | a. ?Lexical priming and literary creativity? by Michael Hoey (Text, Discourse and Corpora)
b. ?Keywords and frequent phrases of Jane Austen?s Pride and Prejudice: A corpus-stylistic analysis? by Bettina Fischer-Starcke
| | | Week 12 | ?Direct questions in argumentative student writing? by Tuija Virtanen
?Writer/reader visibilitv in EFL written discourse? by StephaniePetch-Tyson
| | | Week 13 | Hunston, Susan (2011). Corpus Approaches to Evaluation. Phraseology and Evaluative Language. New York/London: Routledge. Pp: 1-10
| | | Week 14 | Balossi, Giuseppina(2014). A Corpus Linguistic Approach to Literary Language and Characterization: Virginia Woolf's The Waves. John Benjamins Pub. Pp:41-56 | | | Week 15 | Hori, M. (2004). Investigating Dickens? Style: A Collocational Analysis. New York: Palgrave Macmillan. Pp: 117-179 | | | Week 16 | General Overview of the books and the articles covered so far.
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| 1 | McEnery, T. and Hardie, A. (2011). Corpus Linguistics. Method, Theory, Practice. CUP.Aijmer, K. (Ed.). (2009). Corpora and language teaching. Amsterdam: John Benjamins Publishing Company. | | | 2 | Aijmer, K. (Ed.). (2009). Corpora and language teaching. Amsterdam: John Benjamins Publishing Company. | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 8 | 20/4/2016 | 2 | 25 | | Project | 11 | 4/5/2016 | 100 | 25 | | End-of-term exam | 15 | 24/5/2016 | 2 | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 4 | 14 | 56 | | Arasınav için hazırlık | 8 | 2 | 16 | | Arasınav | 2 | 1 | 2 | | Uygulama | 4 | 14 | 56 | | Ödev | 2 | 4 | 8 | | Proje | 4 | 1 | 4 | | Dönem sonu sınavı için hazırlık | 8 | 2 | 16 | | Dönem sonu sınavı | 2 | 1 | 2 | | Total work load | | | 160 |
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