Chun, Sooin (2014, September). How to develop effective concordance materials using online corpus. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.

1. Sooin Chun
Dankook University

2. Benefits
1. Improving linguistics knowledge (vocabulary &
grammar: lexico-grammartical knowledge)
2. Enhancing cognitive skills(Inductive thinking
skills)
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3. Benefits
1. Improving linguistics knowledge (vocabulary &
grammar: lexicogrammartical knowledge)
2. Enhancing cognitive skills(Inductive thinking
skills)
For developing language competence of
young learners in low proficiency level
(Chun, 2011, 2013, 2014)
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4. Benefits
- Achieving 6 levels of learning goals by Marzano (2001)
System Level Function
Self 6 Examining motivation/efficiency/importance of knowledge
Meta-cognitive 5 Specifying learning goals/monitoring accuracy & clarity
Cognitive 4 Knowledge utilization (decision-making/problem-solving/
investigation)
3 Analysis (matching/classifying/error
analysis/generalizing/specifying)
2 Comprehension (synthesis/representation)
1 Retrieval (recall/execution)
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5. Difficulties
1. Text difficulty in corpus
(Chamber, 2007)
2. Expertise in corpora & tools
(Bernardini, 2002; Gavioli, 2005; Chun, 2012)
3. Time consuming in inductive learning
(Farr, 2008)
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6. Deductive DDL
- “Helping beginners to conduct DDL easy using
paper-based concordance materials”
(Boulton, 2008; Cresswell, 2007; Johns & King,
1990)
- Related research (Boulton, 2009a, 2009b, 2010,
2012)
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7. How should they be made?
• What learning goal?
• Which corpus?
• What components in?
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8. Types of corpus
Physical conditions Contents (texts)
• Installation • Texts
- PC
- Online
- General corpus
- Specialized corpus
• Size • Timing
- Large corpus
- Small/pedagogical corpus
- Dynamic corpus
- Static corpus
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9. Characteristics of a corpus:
- Representativeness:
“Does the collected texts represent a language,
a target population?” (Biber, 1993)
- Balance :
“Does the corpus include enough samples in a
certain of text categories?“ (McNery, Xiao &
Tono, 2006)
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10. Building a corpus:
- Sampling:
“What texts are sampled for representativeness
and balance of corpus?“
(McNery, Xiao & Tono, 2006)
Collecting representative samples from
a population
(McNery, Xiao & Tono, 2006)
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11. How should concordance materials be
made?
For learning general language rules:
- As a micro-corpus for inductive DDL
- To possess the representativeness
& balance in a general corpus
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12. Examples in the previous research
(Chun, 2013, 2014)
1) Example 1 (Chun, 2013)
2) Example 2 (Chun, 2014a)
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13. 1) Example 1 (Chun, 2013)
• 70 high school students
• 68 students described 1
type of rules in meaning; 2
did both form and
meaning, biased rules
based on the red framed
text samples.
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14. Needs for muliti-demensional aspects for
collecting concordance samples
1. Diversity in meanings (diverse types of
text: genres)
2. Diversity in forms (POS)
3. Frequency
Diverse types of word knowledge
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15. 2) Example 2 (Chun, 2014)
• Diverse frequency
in the blue framed 1
• Diverse forms in
the blue framed 2
• Diverse meanings
in the blue framed 3
1 2 3
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16. Methods:
1. Choosing tool (Chun, 2014b):
- Online corpus: COCA
(general corpus / dynamic corpus /
large corpus)
 Words And Phrase
 Frequency List
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17. http://www.wordandphrase.info/frequencyList.asp
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18. Methods:
2. Target words: win & beat
Table 1. Search results form COCA
T a rg e t
words POS Total Spoken Novel Magazine Newspapers Journals
win Verb 120447 27427 8781 23850 52591 7798
Noun 10937 1311 514 1805 6855 452
beat Verb 41625 7897 8963 9738 13493 1534
Noun 13814 1104 8219 1785 1687 1019
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19.  Visualizing the results on Win & Beat
Fig. 1 3 Dimensional observation of win & beat
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20. Methods:
3. Developed materials:
(Chun, 2014a)
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21. Results:
- Students’ reports:
More findings in conclusion
1) More descriptions on forms
2) More descriptions on meaning
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22. Results:
1. More descriptions on forms
예문1) “…맞았다고 할 때 수동태 과거분사 beaten 이 쓰였고…”
예문2) “…despite 뒤에는 winning이 쓰임 .....”
예문3) “…win의 과거는 won이다. 그런데 beat 과거형은 예문
에 없는 것 같다. 잘 모르겠다…”
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23. Results:
2. More descriptions on meaning
예문6) “…win은 우승하다, 얻다, 수상하다로 쓰이고, beat는
더
강한 뜻 같다. 물리쳤다 같이. 또 맞았다 처럼도
쓰인다”
예문7) “…win과 beat의 차이는, win 은 모두 좋게 이기다, 승
리하다
같이 쓰이고, beat 는 나쁜 뜻에 쓰이는 것 같다. 이
긴다고도
쓰이고, 친다고(A-3), 두드려 맞았다(A-6)…”
예문8) “…차지하다(A-4)라는 뜻이 있다는 걸 알게 됨. …또
한 B-8
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24. Conclusion:
- Concordance samples affect their findings &
inductive results
Needs for appropriate materials, helping
learners to learn general language rules
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25. Suggestions:
Essential factors for developing a concordance
materials:
1) Understanding the target corpus
2) Sampling concordances to build a micro-corpus
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26. Suggestions:
Essential factors for developing a concordance
materials:
If necessary,
1) Developing a material to learn general rules
first (using a micro-corpus)
2) Developing a following material to learn
particular rules as a next step (using a micro-specialized
corpus)
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27. Summary: Procedures for developing the materials
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Language Learning: Working together (pp. 39-46). Madrid: Macmillan ELT.
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29. Chamber, A. (2007). Popularising corpus consultation by language learners
and teachers. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the
foreign language classroom (pp. 3-16). Amsterdam: Rodopi.
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concordances: a study on the use of inductive thinking skills. English
Language & Literature Teaching, 19(4), 353-374.
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Materials for DDL. Studies in English Education, 19(1), 127-156.
Chun, S. (2014b). Exploring the usefulness of Frequency List for developing
concordance materials. The journal of foreign studies, 28, 111-138.
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learning in a writing skills course. In E. Hidalgo, L.
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30. Farr, F. (2008). Evaluating the use of corpus-based instruction in a language
teacher education context: Perspectives from the users. Language
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31. QQ && AA
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32. TThhaannkk yyoouu..
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