Innovative Methods for LSP-Teaching: How We Use Corpora to Teach Business Russian

Wilson, James Alexander; Sharoff, Serge; Stephenson, Paul; Hartley, Anthony

doi:10.1007/978-3-319-02222-2_10

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…An online corpus query system called the Intelligent Tools for Creating and Analysing Electronic Text Corpora for Humanities Research (hereafter, IntelliText) was introduced. This was developed by the Centre for Translation Studies at the University of Leeds (Wilson, Hartley, Sharoff & Stephenson, 2010). IntelliText is a publicly available online corpus query system, in which the users can search ready-made corpora including the BNC, or upload their own corpora; they can also crawl the web to collect their own texts.…”

Section: Methodsmentioning

confidence: 99%

The effects of using corpora on revision tasks in L2 writing with coded error feedback

Tono

Satake

Miura

2014

ReCALL

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This study reports on the results of classroom research investigating the effects of corpus use in the process of revising compositions in English as a foreign language. Our primary aim was to investigate the relationship between the information extracted from corpus data and how that information actually helped in revising different types of errors in the essays. In 'data-driven learning', previous research has often failed to provide rigorous criteria for choosing the words or phrases suitable for correction with corpus data. By investigating the above relationship, this study aims to clarify what should be corrected by looking at corpus data. 93 undergraduate students from two universities in Tokyo wrote a short essay in 20 minutes without a dictionary, and the instructors gave coded error feedback for two lexical or grammatical errors. They deliberately selected one error which should be appropriate for checking against corpus data and one that was more likely to be corrected without using any reference resource. Three weeks later, a short hands-on instruction of the corpus query tool was given, followed by revision activities in which the participants were instructed to revise their first drafts, with or without the tool depending on the codes given to each error. 188 errors were automatically classified into three different categories (omission, addition and misformation) using natural language processing techniques. All words and phrases tagged for errors were further annotated for part-ofspeech (POS) information. The results show that there was a significant difference in the accuracy rate among the three error types when the students consulted the corpus: omission and addition errors were easily identified and corrected, whereas misformation errors were low in correction accuracy. This reveals that certain errors are more suitable for checking against corpus data than others.

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Section: Methodsmentioning

confidence: 99%

The effects of using corpora on revision tasks in L2 writing with coded error feedback

Tono

Satake

Miura

2014

ReCALL

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“…Therefore, being of practical usage, the study of foreign languages for special purposes aims at solving the communicative problems in students' future professional activity. We revealed that some scientific papers dedicated to the study of foreign language for special purposes (LSP) teaching methods provide descriptions of their main characteristics and proved their effectiveness from the authors' subjective point of view [2,3]. Many articles on the problem of LSP teaching methods' effectiveness highlight only one of the methods, such as the interval repetition method "spaced repetition technique" [4][5][6] or individual information and communication technologies (ICT) techniques [7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

et al. 2019

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One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

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“…These words had to be depictable and understood easily by children (i.e., objects, animals, people…); they had to be singular-dominant (e.g., words like "eye" were excluded); and lemma frequency had to be as homogeneous as possible within and across categories. Lemma frequency was assessed using the Intellitext 2.6 database (Wilson et al, 2010): mean frequency (SD) across plural types was 43.40 (98.88) instances per million in four combined corpora. Details per plural type are given in Appendix 1.…”

Section: Methodsmentioning

confidence: 99%

Processing of noun plural marking in German-speaking children: an eye-tracking study

GRANDON,

SCHLECHTWEG,

RUIGENDIJK

2023

J. Child Lang.

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The ability to process plural marking of nouns is acquired early: at a very young age, children are able to understand if a noun represents one item or more than one. However, little is known about how the segmental characteristics of plural marking are used in this process. Using eye-tracking, we aim at understanding how five to twelve-year old children use the phonetic, phonological, and morphological information available to process noun plural marking in German (i.e., a very complex system) compared to adults. We expected differences with stem vowels, stem-final consonants or different suffixes, alone or in combination, reflecting different processing of their segmental information. Our results show that for plural processing: 1) a suffix is the most helpful cue, an umlaut the least helpful, and voicing does not play a role; 2) one cue can be sufficient and 3) school-age children have not reached adult-like processing of plural marking.

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Innovative Methods for LSP-Teaching: How We Use Corpora to Teach Business Russian

Cited by 6 publications

References 11 publications

The effects of using corpora on revision tasks in L2 writing with coded error feedback

The effects of using corpora on revision tasks in L2 writing with coded error feedback

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

Processing of noun plural marking in German-speaking children: an eye-tracking study

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