Documente Academic
Documente Profesional
Documente Cultură
Eva Schaeffer-Lacroix
Research questions
Research setting
Task set
Results
2
THEORETICAL BACKGROUND
Idea of proliferation
The language offers a lot of ways to say something. It could
be useful to give learners access to a large choice of possible
variations.
(Culioli (2002: 143)
portal
dictionary data
translator corpus archive
base
document
document A document C
B
text B1 text B2 text B3
Other concordancers:
AntConc (Anthony), 2007)
Lexico3 (Fleury, Lamalle, Martinez & Salem, 2003)
Text-Concordancer (v2) (Cobb, nd)
6
SKETCH ENGINE (KILGARRIFF & CO.)
7
TEXT CONCORDANCER V2 (COBB)
8
RESEARCH QUESTIONS
What happens if you ask 14-15 year old French
learners of German (level A2/B1) to exploit
concordance lines based on genre corpora during text
revision sessions?
Writing projects:
o Filmkritik - Film reviews
o Projekt Prospekt
Three German texts resembling those published on tourism websites
33 sessions (regular German class)
o Brieffreunde.org – Pen pal ads
13
WRITING PROCESS
(HAYES & FLOWER, 1980)
Planning
Recognize the rhetorical structure of the text genre.
Identify typical chunks.
Formulate
Write the first draft.
Integrate identified rhetorical parts and chunks.
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WRITING PROCESS
Review
The teacher highlights the text parts which
need revision.
She gives hints how to review the text (mainly
information about useful search words).
She encourages the student to find a solution by
comparing the draft to expert texts.
Edit
The layout was under the responsibility of the
technology teacher. The students were 15
17
OLIVIA’S VISITING INFORMATION
Olivia,
review the highlighted parts with the help of concordance lines. You
will find keywords (in brackets) which you can use for your queries.
Observe what is written on the left and at right side of these keywords.
Copy the text parts which suit your text.
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OLIVIA RESISTS
Logbook, March 17th
Olivia doesn’t see why she should use concordance lines
when writing in German. The concordance seems to
discourage her ("That’s too time consuming"). She would
prefer to do queries with search engines or by consulting
leisure park homepages. She told me that she found it
difficult to formulate things like "counter closed at x
o’clock". Indeed, which keyword could I advise her in this
case?
19
"VISITING INFORMATION" CORPUS
Öffnungszeiten
Sommer (März bis Oktober) 9 – 18:30 Uhr (letzter Einlaß 18 Uhr)
[Opening times
Summer (March to October) 9am – 6:30pm (last entry at 6pm)]
Öffnungszeiten
Kasse täglich von 9 Uhr bis mindestens 17 Uhr (…).
Besucher können so lange bleiben, wie sie möchten, und auch später
kommen, das Eingangstor steht nach Kassenschluss offen.
[Opening Times
Counter open daily from 9am to at least 5pm (…).
Visitors can stay as long as they wish and even come later,
the gate remains open after the counter is closed.]
20
TOP DOWN MEETS BOTTOM UP
Logbook, May 6th
This morning, I bumped into Olivia. She told me that she had
just spent some days in Germany and that she had discovered a
variant for the word "Öffnungszeiten" [opening times]: she had
spotted the formulation "geöffnet von…" [open from…], and she
wanted to know if it is possible to say that in the "Visiting
information" part. I am happy to see that Olivia linked what she
encountered in the classroom to what she observed outside of it.
Original title: 21
Diesmal haben alle 5* Rezensenten Recht!, 26. Juni 2006
OLIVIA’S TROUBLE WITH THE REVISION METHOD
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OLIVIA’S TROUBLE WITH THE DATE
ESL : Alors qu'est-ce que tu peux faire ESL: How could you manage to find a date
pour trouver une date là ? here?
OLIVIA : Mais je cherche par le mois. OLIVIA: I am looking for a month.
ESL : Oui, voilà, c'est une bonne idée. ESL: Yes, good idea.
OLIVIA : Il y a ein Mai, ein Mai. OLIVIA: They write "one May, one May."
(rit). (laughter).
ESL : Erster Mai. Tu vois comment ils ESL: Erster Mai [First of May]. Can you
font ? see how they put it?
OLIVIA : Il mettent le jour et le mois. OLIVIA: They put the day and the month.
ESL : Voilà, copie-le (…). ESL: Yes, copy that.
ESL : Ce n’est pas encore conforme. La ESL: That’s not right yet. How was the
date c'était quoi ? Tu mets 22 virgule. date? You put 22 comma.
OLIVIA : C'est pas une date, c'est les… OLIVIA: That’s not a date, that is…
plusieurs jours différents. several different days.
ESL : Ah… oui mais c'est le 22, 23 – il ESL: Well…, yes but that’s the 22nd , the
faut un point chaque fois pour dire que 23rd – you need a dot to say that it is a
c'est une date, tu vois. date, you see.
OLIVIA : Ah bon. OLIVIA: Oh really ? 23
CONCORDANCE OUTPUT PRESENTATION
Text Concordancer V2
Sketch Engine
24
GENRE CHARACTERISTICS OF GUIDED TOURS
Description of werden +
the activities present ; future ; infinitive
Tell what will be imperfect
done/what was
done in the past/ passive voice ; werden + past
what is planned, participle
possible or allowed impersonal pronoun man
during the visit. 25
OLIVIA’S GUIDED TOUR (V1)
26
MOVE CONFORMITY OF OLIVIA’S GUIDED TOUR
29
THE TEACHER’S REMARKS
Olivia, tu as utilisé plusieurs formules qui se
trouvent aussi dans le corpus ou les concordances
auxquels tu avais accès lors du devoir sur table. Tu
as su rajouter ou enlever des mots de façon souvent
judicieuse. Certaines formules méritent d'être mieux
intégrées dans ton texte.
Georges
Janine
Chloé
Visiting information
Fernand
Léa
Guestbook comment
Simon
Total
Alexa
Camille
Vicky
Géraldine
Olivia
Wir würden uns FREUEN wenn Meine Familie *mit mir Search word:
Sie uns auch künftig treu bleiben. würden uns *Freuen wenn Sie capital letters >
ein Vesper geben könnten. small letters
Ich FINDE alles total interessant. Aber wir haben alles total Co-present
interessant gefunden! chunk completed
by a conjunction.
Modified number
and modified
time.
35
NEW GUIDANCE STYLE
Strong interventions
Moderate interventions
Brieffreunde.org:
Weak interventions writing pen pal ads
Projekt Prospekt:
Number of text annotations
three tourism texts
evalacroix@free.fr
http://didaktik.hautetfort.com