Language learning theories underpinning corpus-based pedagogy #cl2015

 

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Lynne Flowerdew
Language learning theories underpinning corpus-based pedagogy

The noticing hypothesis (Schmidt)

Attention consciously drawn

Noticing linked to frequency counts

Implicit vs explicit learning

 Constructivist learning

Learners engage in discovery learning

Inductive learning

Cognitive skills, problem solving to understand new data

Widmann et al. 2011: the more possible starting points for exploitation, the more likely for different learners- SACODEYL project.

Sociocultural theory

What about language learning outside the classroom and incidental learning?

 

Learner corpus research plenary #cl2015

Learner corpus research: a fast-growing interdisciplinary field

Sylviane Granger

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LCR IS an interdisciplinary research

Design: learner and taks variables to control

Not only English language

Method: CIA (Granger, 1996) and computer-aided error analysis

Wider spectrum of linguistic analysis

Interpretation: focus on transfer but this is changing; growing integration of SLA theory

Applications: few up-and-running resources but great potential

Version 3 (2016 or 2017) around 30 L1s as opposed to 11 L1s in Version 1

Learner corpora is a powerful heuristic resource

Corpus techniques make it possible to uncover new dimensions of learner language and lead to the formulation of new research questions: the L2 phrasicon (word combinations).

Prof. Granger brings up Leech’s preface to Learner English on Computer (1998)

Gradual change from mute corpora to sound aligned corpora

POS tagging has improved so much

Error-tagging: wide range of error tagging systems: multi-layer annotation systems

Parsing of learner data (90% accuracy Geertzen et al. 2014)

Static learner corpora vs monito corpora

CMC learner corpus (Marchand 2015)

Granger (2009) paper on the learner research field:

Granger, Sylviane. “The contribution of learner corpora to second language acquisition and foreign language teaching.” Corpora and language teaching 33 (2009): 13.

 

CIA V2 Granger (2015): a new model

SLA researchers are more interested in corpus data and corpus linguists are more familiar with SLA grounding

Implications are much more numerous than applications

Links with NLP: spell and gramar checking, learner feedback, native language id, etc.

Multiple perspectives on the same resource: richer insights and more powerful tools

Phraseology

Louvain English for Academic Purposes Dictionary (LEAD)

web-based

corpus based

descriptions of cross-disciplinary academic vocabulary

1200 lexical times around 18 functions (contrast, illustrate, quote, refer, etc.)

A really exciting application

 

 

 

 

 

 

 

 

MA of L2 learner English

Corpus Linguistics 2015, University of Lancaster, 21-24 July

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Yu Yuan:
“Exploring the variation in world Learner Englishes: A multidimensional analysis of L2 written corpora”

109 features included in the analysis

RQ:

Can Biber’s model be extended?

How do features co-occur in learner English?

 

Data

ICLE 1.0 (Granger, 2002)

SWEECL 2.0 (Wen & Wang, 2008)

 

Tools

MA tagger Nini (2014) Manual here. Software (Windows) here.

Stanford Corenlp

R

Pythin scripts

 

Method

Kaisser’s criteria + Scree test for Factor Analysis

 

Results

10 dimensions stand out

Dimensions are largely epistemological, rhetorical and syntactical.

 

European Journal of Applied Linguistics invites submissions

The European Journal of Applied Linguistics (EuJAL) focuses on the particular concerns of applied linguistics in European contexts, both by addressing problems that are typically relevant for the linguistic situation in Europe, from those on the level of the EU as a pan-national body down to the level of the individual, and by examining topics broached by or discussed in European applied linguistics in particular. In addition to resulting from an epistemological stance, EuJAL is a logical outcome of the regionalization policy of the Association Internationale de Linguistique Appliquée (AILA), supporting the societies’ commitment to regionalization by focusing on the European language space and by giving applied linguists from this regional context an adequate forum. EuJAL is part of the joint activities of the European AILA affiliates.

Researching Language Learner Interactions Online: From Social Media to MOOCs

The 2015 CALICO Monograph: Researching Language Learner Interactions Online: From Social Media to MOOCs edited by Ed Dixon and Michael Thomas is now available.

 

Ch. 1
Edward Dixon
Michael Thomas

Introduction
Ch. 2 Dana Milstein Pancake People, Throwaway Culture, and En Media Res Practices: A New Era of Distance Foreign Language Learning

Ch. 3 Alice Chik English Language Teaching Apps: Reconceptualizing Learners, Parents, and Teachers

Ch. 4
Timothy Lewis
Anna Comas-Quinn
Mirjam Hauck

Clustering, Collaboration, and Community: Sociality at Work in a cMOOC

Ch. 5 Fernando Rubio The Role of Interaction in MOOCs and Traditional Technology-Enhanced Language Courses

Ch. 6
Edward Dixon
Carolin Fuchs

Face to Face, Online, or MOOC–How the Format Impacts Content, Objectives, Assignments, and Assessments

Ch. 7
Vickie Karasic
Anu Vedantham

Video Creation Tools for Language Learning: Lessons Learned

Ch. 8
Michael Thomas

Researching Machinima in Project-Based Language Learning: Learner-Generated Content in the CAMELOT Project

Ch. 9 Yuki Akiyama Task-Based Investigations of Learner Perceptions: Affordances of Video-Based eTandem Learning

Ch. 10 Ilona Vandergriff Exercising Learner Agency in Forum Interactions in a Profesionally Moderated Language Learning Networking Site

Ch. 11 Motoko I. Christensen
Mark Christensen Language Learner Interaction in Social Network Site Virtual Worlds

Ch. 12 Geraldine Blattner
Amanda Dalola
Lara Lomicka Tweetsmarts: A Pragmatic Analysis of Well Known Native French Speaker Tweeters

Ch. 13 Theresa Schenker Telecollaboration for Novice Language Learners–Negotiation of Meaning in Text Chats between Nonnative and Native Speakers

Ch. 14 Giulia Messina Dahlberg
Sangeeta Bagga-Gupta Learning On-The-Go in Institutional Telecollaboration: Anthropological Perspectives on the Boundaries of Digital Spaces

Ch. 15 Marie-Thérèse Batardière Examining Cognitive Presence in Students’ Asynchronous Online Discussions

Ch. 16 Kelsey D. White Orientations and Access to German-Speaking Communities in Virtual Environments

Ch. 17 Megan Case Language Students’ Personal Learning Environments Through an Activity Theory Lens

Ch. 18 Bonnie Youngs
Sarah Moss-Horwitz
Elizabeth Snyder Educational Data Mining for Elementary French On-line: A Descriptive Study

Ch. 19 Stephanie Link
Zhi Li Understanding Online Interaction Through Learning Analytics: Defining a Theory-Based Research Agenda

 

 

#cfp @fetlt2015 Future and Emerging Trends in Language Technologies

Through the AESLA mail list

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Workshop on Future and Emerging Trends in Language Technologies

Universidad de Sevilla, 19-20 November 2015

http://www.glc.us.es/fetlt2015/

 

The Workshop ‘Future and Emerging Trends in Language Technology‘ has been conceived as a meeting point where experts and professionals in the fields of language technologies and other converging areas will discuss the state of the art, as well as the emerging trends in this sector. The main objective of this workshop is to serve as a bridge between academia and industry, as well as representatives of agencies that coordinate research and innovation policies. The workshop thus guarantees a multidisciplinary identical spirit in which experts will be able to present and analyze the trends that will shape the immediate future in this sector.

Following this approach, the organization of the workshop welcomes the reception of papers under the following categories:

NEW APPLICATIONS OF KEY CONSOLIDATED APPROACHES: Authors can submit their paper on new strategies, models and consolidated techniques at the academic or industrial level that are being used right now to tackle any issue in the field of Language Technology. Papers under this category must provide a brief explanation of the foundations of the approaches proposed and the areas and applications for which those techniques are useful in the present.

EMERGING RESEARCH: Authors can submit their paper under this category when they have preliminary results obtained from ongoing research projects. Papers must describe the motivation of the approach, as well as the scientific, methodological and/or technological approach chosen. Papers must also analyze the advantages and benefits derived from such approaches for a broad application in the field of Language Technology.

CHALLENGE PAPERS: Authors can submit a paper on different fields and convergent areas related to Language Technology describing the occurrence of new and constant challenges for both the academic and the industrial areas. These papers must indicate which areas and specific problems are currently posing a concrete technological and/or methodological challenge. Papers under this category must include the reasons why present-day techniques should be considered insufficient to tackle the issues at hand by the presentation of preliminary research/development results as a justification. Additionally, articles in this section should propose research strategies that can be considered promising to provide sound solutions to the problems defined, with a sound and clear scientific and technical argumentation.
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LIST OF TOPICS
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Topics should be related to any area of Speech Technology, including those studies that can be considered coming from convergent areas or even industrial applications.
Topics of interest include, but are not restricted to:

Core areas of interest

A.1) Speech recognition:
Speech assistants, Voice search
A.2) Information retrieval,
Information extraction and Text mining
Topic spotting and classification
Entity extraction
Spoken document retrieval
A.3) Semantics and Ontologies
A.4) Dialog Modelling and Management
Open domains, Incrementality, Statistical DM,
Hybrid models, World knowledge, Metacognition
A.5) Machine Translation
Fully-automated MT services in Global Business and
Government Services
Speech-to-speech MT
A.6) Development Frameworks
A.7) Multimodality
A.8) Multilinguality
A.9) Mathematical foundations
A.10) Language resources and Evaluation
Multilingual resources
Metadata, annotation, tools

Convergent areas of interest:
B.1) Mobile Devices
B.2) Robotics and Vision
B.3) Machine Learning
B.4) Games & Social Networks
B.5) Brain-computer Interfaces
B.6) Technology background: Mobile, Cloud,
Social Media, and Big Data
B.7) The Internet of Things (IoT)

Industrial areas of interest:
Integration of state-of-the-art LT in support of multilingual global business applications:
C.1) Speech-to-Speech Translation
C.2) Cross-lingual Information Retrieval
C.3) Multilingual global marketing
C.4) Sentiment analysis
Applications to industrial sectors
C.5) Healthcare and BioMedicine NLP
C.6) Social Media
C.7) Smart Cities
C.8) Opinion mining
C.9) Public Administration
C.10) Instruction & Teaching
C.11) Communications
LT in the Web World
C.12) Crowdsourcing for LT

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IMPORTANT DATES
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Paper submission deadline 25th July 2015
Acceptance notification 15th September 2015
Paper final version submission 1st October 2015
Early Registration Deadline 1st October 2015
Workshop dates 19th – 20th November 2015

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LOCATION
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FETLT-2015 will be held at the University of Seville, Spain.
For more information, please visit: http://www.glc.us.es/fetlt2015/
—————————————————————
SUBMISSION PROCEDURE
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Authors are invited to submit non-anonymized papers in English presenting original and unpublished research, not currently submitted elsewhere.

Regular papers should not exceed 12 single-spaced pages (including eventual appendices) and should be formatted according to the standard format for Springer Verlag LNCS series (see http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).

Files must be sent via https://www.easychair.org/conferences/?conf=fetlt2015

Papers submitted must identify the category as well as up to 3 of the main topics aforementioned.

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INVITED SPEAKERS
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Nuria Bel (University Pompeu Fabra)
Asunción Gómez, Polytechnic University of Madrid
Sebastian Moeller, TU Berlin, Telekomm
Steve Renals, University of Edinburg
Giuseppe Riccardi, University of Trento
Pierre-Paul Sondag, European Commission
Steve Young, University of Cambridge

PROGRAM COMMITTEE AND ADVISORY GROUP

Alex Acero (Apple)
Roberto Basili (University of Rome)
Nuria Bel (University Pompeu Fabra)
Johan Bos (University of Groningen)
Nicoletta Calzolari (CNR-ILC)
Khalid Choukri (ELDA)
Walter Daelemans (University of Antwerp)
Thierry Declerck (DFKI)
Marc Dymetman (Xerox Research Centre Europe)
Antonio Ferrandez (University of Alicante)
Ana García-Serrano (UNED)
Jesús Giménez (Nuance Communications)
Xavier Gómez-Guinovart (University of Vigo)
Gregory Grefenstette (Inria)
Veronique Hoste (University of Ghent)
Eduard Hovy (Carnegie Mellon University)
Rebecca Jonson (Artificial Solutions)
Alon Lavie (Carnegie Mellon University)
Ramón López-Cózar (University of Granada
Teresa López-Soto (University of Seville)
Roberto Manione (AlliumTech)
Daniel Marcu (USC)
Joseph Mariani (LIMSI-CNRS and IMMI)
Patricio Martí­nez-Barco (University of Alicante)
Ruslan Mitkov (University of Wolverhampton)
Antonio Moreno-Sandoval (Autonomous University of Madrid)
Sergei Nirenburg (Rensselaer Poytechnic Institute)
Mirko Plitt (Modula Language Automation)
Massimo Poesio (University of Essex; U. of Trento)
Andrei Popescu-Belis (Idiap Research Institute)
Jose F. Quesada (University of Seville)
Manny Rayner (University of Geneva)
Steve Renals (University of Edinburg)
Giuseppe Riccardi (University of Trento)
Francisco J. Salguero (University of Seville)
Kepa Sarasola (University of the Basque Country)
Javier Sastre (Ateknea Solutions)
Marc Steedman (University of Edinburgh)
David Suendermann-Oeft (ETS)
Khiet Truong (University of Twente)
Alfonso Ureña (University of Jaen)
Jason D. Williams (Microsoft Research)
PROGRAM CHAIR
Jose F Quesada, University of Seville

ORGANIZING COMMITTEE
Joaquín Borrego-Díaz (University of Seville)
Juan Galán-Páez (University of Seville)
Diego Jiménez (University of Seville)
Teresa López-Soto (University of Seville)
Francisco J. Martín-Mateos (University of Seville)
Ángel Nepomuceno (University of Seville)
José F. Quesada (University of Seville)
Francisco J. Salguero (University of Seville)