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O  = -Pedagogic uses of a corpus of student writing..3\and their implications for sampling and annotation Alois Heuboeck University of Reading, UK2]4fff FThe British Academic Written English (BAWE) corpus of student writingGG(3Project in progress at the universities of Reading, Warwick and Oxford Brookes Funded by the Economic and Social Research Council (project nr. RES-000-23-0800)Pf0Outline3 Corpora in LT: uses and purposes!!f#Using corpora in language pedagogy$$3Interfaces (1): the concordance 3 Information & interfaces (2)3 fRequirements: a  good corpus for language pedagogy443 Representativeness3 'Representativeness (2): the BAWE corpus(((3" Relevance 3$4Relevance (2): features annotated in the BAWE corpus553& Corpus size 3*Conclusion: 3 views3.-Pedagogic uses of a corpus of student writing..3/    # '),/1h   0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>>L0 (    6ญ " `}  T Click to edit Master title style! !$  0̻ " `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0 "^ `  X*  0Ǎ "^   Z*  0̍ "^ `  Z*h  Byd޽h ?"` 3380___PPT10.c@9 ah-bluesky 0 zr0 (    0I^ D5  ^ P*    0N^  5 ^ R*  d  c $ ?Wn  ^  0Q^ { ] ^ RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  6V^ D,  ^ P*    6[^  , ^ R*  H  0<h ? 3380___PPT10.#e 0L0 p(<(  (~ ( s *Cj C ~ ( s *CG  C h ( Byd޽h ?"` 33___PPT10i.cp=+D=' ,= @B + 0L0 8(  8 8  BtC"` C ~ 8 s *LC D C  8 BA ?"6@ NNN?NV Ih 8 Byd޽h ?"` 33___PPT10i.cp=+D=' ,= @B +   0L0 c(  x  c $LC'g  C   c $LC/'gP<$ 0 C   0C 'g ,$ 0 \(Accessing corpus information: interfaces))f  0C  'g ,$ 0 s?Building corpora: requirements and decisions - the BAWE corpus @@fh  Byd޽h ?"` 33r j ___PPT10J .cp=+J+Dv' ,= @B D1' = @BA?%,( < +O%,( < +Dh' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*!%(D' =-g6B fade*<3<*!D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*++0+0 ++0+0 ++0+0 +%  0L0 S K ` d(  dr d S 8C `]  C $ d <C ?"6@ NNN?NP1 ,$ 0 Fpedagogic uses 2 f d <\C ?"6@ NNN?NF j ,$ 0 @purposes 2  f d <C ?"6@ NNN?Nmm g,$ 0 A classroom 2  f d <(C ?"6@ NNN?Nm gE,$ 0 A materials 2  f! d <ԘC ?"6@ NNN?NCm g ,$ 0 C description 2  f2 d <C ?"6@ NNN?N m v+ ,$ 0 T motivational  2 f.  d <+#.<*d%(D' =-g6B fade*<3<*dDh' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*d%(D' =-g6B fade*<3<*dD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*d%(D' =-g6B fade*<3<*dD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*d%(D' =-g6B fade*<3<*dD' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*d%(D' =-g6B fade*<3<*dD(' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*d%(D' =-g6B fade*<3<*dD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* d%(D' =-g6B fade*<3<* d++0+d0 ++0+d0 ++0+d0 ++0+d0 ++0+d0 ++0+d0 ++0+ d0 +C  0L0 |y(  |r | S _C `}  C - | <aC ?"6@ NNN?Nk,$ 0 Otypical query options(2 f | 0eC K- I,$ 0 = word form f | 0hC K- ,$ 0 9lemmaf& | 0+#.<*|%(D' =-g6B fade*<3<*|DH ' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*|%(D' =-g6B fade*<3<*|D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*|%(D' =-g6B fade*<3<*|D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*|%(D' =-g6B fade*<3<*|D' =%( D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* |%(D' =-g6B fade*<3<* |D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* |%(D' =-g6B fade*<3<* |+P+0+|0 ++0+|0 ++0+|0 ++0+|0 ++0+ |0 ++0+ |0 +  0L0   (  x  c $ 1C `}  C    <2C ?"6@ NNN?N@,$ 0 B statistics 2  f"  <7C ?"6@ NNN?NF & ,$ 0 D corpus items 2  f  0:C ",$ 0 EFrequencies, ratiosf  0=C ",$ 0 Ke.g. word list, key wordsf  0@C   ,$ 0 X&macrostructural properties and choices''f  0CC f i,$ 0 ^,generic types, e.g. CARS model (Swales 1990)--f  0FC  ,$ 0 Qad hoc statistics$f fH  0޽h ? 33___PPT10.+*|D&' ,= @B D' = @BA?%,( < +O%,( < +D ' =%(DP ' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-g6B fade*<3<* Dh' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-g6B fade*<3<* D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-g6B fade*<3<* ++0+0 ++0+0 ++0+0 ++0+0 ++0+ 0 ++0+ 0 ++0+ 0 +   0L0 u(  r  S C `  C   0C ,$ 0 RRepresentative: target varietyf  0C S  ,$ 0 U!Relevant: information, annotation""f  0"C   ,$ 0 PUsable: e.g. interface, sizefH  0޽h ? 33r j ___PPT10J .PĚ+Dv' ,= @B D1' = @BA?%,( < +O%,( < +Dh' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*++0+0 ++0+0 ++0+0 +h#  0L0   (  x  c $A `  A   0A c ,$ 0 ['distribution and quantitative relations((fK  <pA ?"6@ NNN?N*,$ 0 m5The corpus as a representative sample should reflect:6 26 f  0A   ,$ 0 Erange of featuresf,  <A ?"6@ NNN?N"7,$ 0 NConflicting principles 2(f5  <DC ?"6@ NNN?N  ,$  0 Wquantitative representativeness 2  f4  <8C ?"6@ NNN?N  ,$  0 Vqualitative representativeness 2 fH  0޽h ? 33___PPT10.PĚ+D'  C= @B Do' = @BA?%,( < +O%,( < +D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D' =%(D~' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*Dr' =A@BB BB0B%(D' =1:B 0.25*3>%Bstyle.opacity= B PPT<*D' =-6B image0BIE*x3=4Bopacity: 0.25 BIE<*Dr' =A@BB BB0B%(D' =1:B 0.25*3>%Bstyle.opacity= B PPT<*D' =-6B image0BIE*x3=4Bopacity: 0.25 BIE<*Dr' =A@BB BB0B%(D' =1:B 0.25*3>%Bstyle.opacity= B PPT<*D' =-6B image0BIE*x3=4Bopacity: 0.25 BIE<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-g6B fade*<3<* D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-g6B fade*<3<* ++0+0 ++0+0 ++0+0 ++0+0 ++0+0 ++0+0 ++0+0 ++0+ 0 ++0+ 0 +-   0L0 y?q?@<e ?(  x  c $< `}   6  < ?"6@ NNN?N,$ 0 X A trade-off: stratified sampling! 2! fB ' <D?"0@NNN?NiB ( BD?"0@NNN?Nddi,$@ 0B ) BD?"0@NNN?N**i,$@ 0B * BD?"0@NNN?Ni,$@ 0B + BD?"0@NNN?Ni,$@ 0B , BD?"0@NNN?Nz z i,$@ 0B - BD?"0@NNN?N" " i,$@ 0B . 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S B4A ?"6@ NNN?Nm ,$+ 0 =Law(2f& T B7A ?"6@ NNN?Nm S,$, 0 BBusiness (2 f& U B;A ?"6@ NNN?N a50,$- 0 BPolitics (2 f* V B?A ?"6@ NNN?N 0,$. 0 F Anthropology (2 f( W BCA ?"6@ NNN?N 0,$/ 0 D Publishing (2 f& X BFA ?"6@ NNN?N 0,$0 0 BMedicine (2 f1 Y BXJA ?"6@ NNN?N go,$1 0 MBiological Sciences(2f* Z BPNA ?"6@ NNN?N 0,$2 0 F Biochemistry (2 f) [ BQA ?"6@ NNN?N 0,$3 0 E Agriculture (2 f+ \ BUA ?"6@ NNN?N 0,$4 0 G Food Sciences(2f2 ] BYA ?"6@ NNN?N ~j,$5 0 NHealth & Social Care(2f ^ <h]A ?"6@ NNN?Np ,$ 0 ZFrame 1: the university: corpus =3,072 ass..(2. f,! m _ <aA ?"6@ NNN?N8:F ,$ 0 +Frame 2: 4 disciplinary groups 768 ass.,(2, f"!   w c BfA33 ?"6@`NNN?N @ + ,$6 0 #Frame 3: 4x6 disciplines 128 ass.$ 2$ f0   y d <kA ?"6@ NNN?N > + ,$@ 0 +Frame 4: 4 levels per discipline 32 ass., 2, f0"  H  0޽h ? 33D<___PPT10.@S+ϽD0'  |= @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D ' =%(D\ ' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*;%(D' =-g6B fade*<3<*;D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*=%(D' =-g6B fade*<3<*=D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*>%(D' =-g6B fade*<3<*>D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*?%(D' =-g6B fade*<3<*?D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*^%(D' =-g6B fade*<3<*^D' =%(D4' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*@%(D' =-g6B fade*<3<*@D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*A%(D' =-g6B fade*<3<*AD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*B%(D' =-g6B fade*<3<*BD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*C%(D' =-g6B fade*<3<*CD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*E%(D' =-g6B fade*<3<*ED8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*D%(D' =-g6B fade*<3<*DD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*_%(D' =-g6B fade*<3<*_D6' =A@BB BB0B%(D' =-g6B fade*<3<*^D' =1:Bhidden*o3>+#.<*^%(DZ' =%(DZ' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*(%(D' =-g6B fade*<3<*(D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*)%(D' =-g6B fade*<3<*)D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<**%(D' =-g6B fade*<3<**D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*+%(D' =-g6B fade*<3<*+D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*,%(D' =-g6B fade*<3<*,D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*-%(D' =-g6B fade*<3<*-D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*.%(D' =-g6B fade*<3<*.D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*/%(D' =-g6B fade*<3<*/D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*0%(D' =-g6B fade*<3<*0D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*1%(D' =-g6B fade*<3<*1Dn' =A@BB BB0B%(D' =1:B 0.5*3>%Bstyle.opacity= B PPT<*BD' =-6B image0BIE*v3=2Bopacity: 0.5 BIE<*BDn' =A@BB BB0B%(D' =1:B 0.5*3>%Bstyle.opacity= B PPT<*ED' =-6B image0BIE*v3=2Bopacity: 0.5 BIE<*EDn' =A@BB BB0B%(D' =1:B 0.5*3>%Bstyle.opacity= B PPT<*DD' =-6B image0BIE*v3=2Bopacity: 0.5 BIE<*DDn' =A@BB BB0B%(D' =1:B 0.5*3>%Bstyle.opacity= B PPT<*CD' =-6B image0BIE*v3=2Bopacity: 0.5 BIE<*CD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*F%(D' =-g6B fade*<3<*FD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*G%(D' =-g6B fade*<3<*GD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*H%(D' =-g6B fade*<3<*HD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*I%(D' =-g6B fade*<3<*ID8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*J%(D' =-g6B fade*<3<*JD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*K%(D' =-g6B fade*<3<*KD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*L%(D' =-g6B fade*<3<*LD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*M%(D' =-g6B fade*<3<*MD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*N%(D' =-g6B fade*<3<*ND8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*O%(D' =-g6B fade*<3<*OD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*P%(D' =-g6B fade*<3<*PD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*Q%(D' =-g6B fade*<3<*QD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*R%(D' =-g6B fade*<3<*RD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*S%(D' =-g6B fade*<3<*SD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*T%(D' =-g6B fade*<3<*TD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*U%(D' =-g6B fade*<3<*UD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*V%(D' =-g6B fade*<3<*VD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*W%(D' =-g6B fade*<3<*WD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*X%(D' =-g6B fade*<3<*XD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*Y%(D' =-g6B fade*<3<*YD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*Z%(D' =-g6B fade*<3<*ZD8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*[%(D' =-g6B fade*<3<*[D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*\%(D' =-g6B fade*<3<*\D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*]%(D' =-g6B fade*<3<*]D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*c%(D' =-g6B fade*<3<*cD6' =A@BB BB0B%(D' =-g6B fade*<3<*_D' =1:Bhidden*o3>+#.<*_%(D' =%(Df' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*2%(D' =-g6B fade*<3<*2D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*4%(D' =-g6B fade*<3<*4D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*6%(D' =-g6B fade*<3<*6D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*8%(D' =-g6B fade*<3<*8D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*3%(D' =-g6B fade*<3<*3D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*5%(D' =-g6B fade*<3<*5D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*7%(D' =-g6B fade*<3<*7D+' =4@BB BB%(D' =1:Bvisible*o3>+#.<*9%(D' =-g6B fade*<3<*9D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*d%(D' =-g6B fade*<3<*dD6' =A@BB BB0B%(D' =-g6B fade*<3<*cD' =1:Bhidden*o3>+#.<*c%(++0+0 ++0+B0 ++0+B0 ++0+C0 ++0+C0 ++0+D0 ++0+D0 ++0+E0 ++0+E0 ++0+F0 ++0+G0 ++0+H0 ++0+I0 ++0+J0 ++0+K0 ++0+L0 ++0+M0 ++0+N0 ++0+O0 ++0+P0 ++0+Q0 ++0+R0 ++0+S0 ++0+T0 ++0+U0 ++0+V0 ++0+W0 ++0+X0 ++0+Y0 ++0+Z0 ++0+[0 ++0+\0 ++0+]0 ++0+^0 ++0+^0 ++0+_0 ++0+_0 ++0+c0 ++0+c0 ++0+d0 +p  0L0 (  r  S  `}   6  <` ?"6@ NNN?N?t ,$ 0 XRelevant information in corpus(2 f)  < ?"6@ NNN?Nt ,$ 0 KSignificant query(2 f)  < ?"6@ NNN?N& t  ,$ 0 KCorpus annotation(2 fD  < ?"6@ NNN?N f ,$ 0 f,Features: lexicogrammatical, structural etc.-(2- 3H  0޽h ? 33  ___PPT10 .Vָ++8ED ' ,= @B D ' = @BA?%,( < +O%,( < +D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*++0+0 ++0+0 ++0+0 ++0+0 +   0L0 7/(  r  S ̞ `      0 "`r,$ 0 N grammatical f  0 "`r`T ,$ 0 |Htextual: structure of  running text %%f  0 "`S r ,$ 0 Ktypographical (lay-out)f  0 "` r ,$ 0 Jmetatextual: numberingf  0| "` r,$ 0 l8other  interesting featuresfH  0޽h ? 33bZ___PPT10:.X#UH+5|?D ' ,= @B D ' = @BA?%,( < +O%,( < +D ' =%(D ' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*++0+0 ++0+0 ++0+0 ++0+0 ++0+0 +_  0L0  (    c ԅ0e0e #" 0e `}     <4 ?"6@ NNN?Nd sP,$ 0 : For the pedagogical analysis of many common grammatical phenomena a full-size research corpus is much too large. (Osborne 2000)(2f+  < ?"6@ NNN?N& t  ,$ 0 MSpecialised corpora(2 f.  <h ?"6@ NNN?N;E ,$ 0 PModularity: subcorpora(2 fH  0޽h ? 33  ___PPT10 .X#UH+^;RD ' ,= @B D ' = @BA?%,( < +O%,( < +D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*++0+0 ++0+0 ++0+0 +I  0L0 ` /(    c [0e0e #" 0e}     0l] "``&,$ 0 _+Qualitative vs. quantitative representation,,f  0` "`p`6 ,$ 0 ['Corpus annotation and interfaces: query((f  0c "` ,$ 0 KCorpus size: modularityfX  <\f ?"6@ NNN?Nw`,$ 0 z@corpus as representation of a (set of) target variety/varietiesA(2AfT  <k ?"6@ NNN?N w` ,$ 0 v<instances of lexicogrammatical (etc.) features and phenomena=(2=fD  <o ?"6@ NNN?N^w`,$ 0 f,balanced samples of target variety/varieties-(2-fH  0޽h ? 33:2___PPT10.X#UH+CD' ,= @B DQ' = @BA?%,( < +O%,( < +D(' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-g6B fade*<3<* D(' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-g6B fade*<3<* D(' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-g6B fade*<3<* +P+0+0 ++0+0 ++0+0 ++0+ 0 ++0+ 0 ++0+ 0 +   0L0  (    c \M0e0e #" 0e `#     0O # ` h2and their implications for sampling and annotation33f  0P T ` @Alois Heuboeck University of Reading, UK a.heuboeck@reading.ac.uk The British Academic Written English corpus http://www.warwick.ac.uk/go/BAWE/overviewVfff,f*f,)7H  0޽h ? 33___PPT10i.X#UH+D=' ,= @B +$ 0 ,4(  ,d , c $Wn   ^ , s *i^{ ]  ^  H , 0<h ? 3380___PPT10.#e 0 jb<(  <d < c $Wn   ^V < s * o^{ ]`  ^H@___PPT9" The BAWE corpus: corpus of student writing; compiled at R, W & OBU a specific language corpus: student writing  neither learner nor expert corpus  experts of student writing: not the students, but tutors marking  good quality possible progression through levels of studies under construction; no systematic data available yet Possible later uses: EAP teaching Discussed in the following: usage of corpora in language teaching and their implications on the form of the corpus what this means for a corpus of student writing; & how decisions on the corpus design try to reflect these requirements --W--4"}HJH < 0<h ? 3380___PPT10.#eF 0   phV (  h^ h S Wn   ^  h c $<^{ ]  ^ L  pedagogic uses: classroom activities: get the student to work with corpus data data-driven learning, discovery learning student to fulfil tasks; interpret concordances; find rules himself; formulate new questions and queries; discover (browse) the corpus; discover language teaching materials: for the teacher or student; usage in classroom; self study; other learner interfaces (computer-assisted learning, distance learning etc.) language description: corpus-based grammar and dictionaries (e.g. Biber et al 1999, Longman grammar of spoken and written English, Sinclair 1990/1995, Collins-COBUILD grammar and dictionary), or studies purposes: why are corpora used?  motivational reasons: relating to the student s (psychological) condition & the process of learning: motivation, autonomy, responsibility  linguistic reasons: relating to the object of learning (the  language as what is being acquired) - corpus data:  good data : authentic data; schemata, patterns (lexicogrammar); repetition and variation in text; new phenomena (not covered by  traditional grammars) - advancement and outcome of learning:  good/relevant learning : task-oriented, user-focused, specific needs - role of corpus:  reference tool or  source of communicative tasks in communicative language teaching ( participatory experience ) (Aston 1995,  Corpora in language pedagogy in Cook/Seidlhofer eds.) P?-P*-PPi-P!P-P-P  -  &       B 3  i  H h 0<h ? 3380___PPT10.m 0 }(  ^  S Wn   ^  c $^{ ]  ^ s_Tight relation between information & interface: information needs an interface to be accessed H  0<h ? 3380___PPT10.$  0 4(  d  c $Wn   ^  s *^{ ]  ^  H  0<h ? 3380___PPT10.  0 (  ^  S Wn   ^  c ${ ]  ^ "Requirements: on corpus design Validity  representation of a target variety: sampling Relevance of information accessed: annotation PracticalityPs- 2H  0<h ? 3380___PPT10.=  0  0(  d  c $Wn   ^   s *$^{ ]  ^ The notion of  representation is crucial for validity representation: of a target variety (or a set of target varieties) 2 aspects of representation => 2 complementary principles for samplingH  0<h ? 3380___PPT10.=   0 N F P (  ^  S Wn   ^@   c $,{ ]  ^ Frame 1: university: i.e. where assgts are written pb: imbalance across university Frame 2: disciplinary groupings  the level that reflects most closely the hard vs. soft distinction pb: => inhomogeneous => unpractical for sampling, since the DG/faculty is not the context of production but the... Frame 3: discipline  the  traditional approach for reasons of sampling,  disciplines are defined in institutional terms as academic Schools/Depts. disciplines chosen to represent the disciplinary grouping pb: what is a discipline?  subjects/modules  on the edge (e.g.  History of science for physicists , Economics in agriculture); but also inherently interdisciplinary disciplines, combining courses from several disciplines (e.g. LS and SS [economy, politics, business administration] in agriculture; Archaeology as AH discipline and  Archaeological science ) within student s career: types appearing & disappearing; development in writing Frame 4: levels of studies Z   J    l       b  ?H  0<h ? 3380___PPT10. 0 ((  ^  S Wn   ,  c $@,{ ]  ,  H  0<h ? 3380___PPT10.W 0  0(  ^  S Wn   ,  c $,{ ]  , grammatical: POS, lemmatisation,  sentences textual:  running text vs. front/back matter non-textual elements  interrupting running text: tables, figures, formulae chunks of text carrying a particular function which sets them apart from running text: lists typographical: paragraphs, highlighting, enumerated paragraphs (list-like) metatextual: numbering of paragraphs and  sentences other interesting: e.g. semantic, discursive features H  0<h ? 3380___PPT10.X=Ev 0 .&P(  ^  S Wn   ,   c $,,{ ]  ,   Practical requirements (mentioned before): First: interface (related to corpus information)  not dealing with this here Second: corpus size Osborne, John, 2000 (p.169):  What can students learn from a corpus?: building bridges between data and explanation in Burnard/McEnery eds., Rethinking language pedagogy from a corpus perspective. Papers from the third international conference on teaching and language corpora. Frankfurt/M.: Peter Lang (Adz studies in language 2) cf. also: "The use of a few structurally similar texts also enables the identification of some higher-level regularities through concordancing." (Aston 1995: 266) Z5 G P n, H  0<h ? 3380___PPT10.X=Ev 0 LDp(  d  c $Wn   ,8  s *dJ,{ ]T  ,<4___PPT9 8Corpus as a whole  representing the target variety Inside the corpus:  bag of occurrences (of features) Corpus as a collection of (potential) subcorpora" H  0<h ? 3380___PPT10.X=Ev$ 0 4(  d  c $Wn   ,  s *P,{ ]  ,  H  0<h ? 3380___PPT10.X=Ev$ 0 4(  d  c $Wn   ,  s *PW,{ ]  ,  H  0<h ? 3380___PPT10.#er #" %(S *<q[u4`X "0n+u& -) *3,:.@>>.@ C1 Oh+'0U hp   $TitleAlois Heuboeck ah-blueskyComputing Services137Microsoft Office PowerPoint@@@пu@FGhTg  ,*'  y'A 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Z5Alois Heuboeck.-@Arial-. f-2 a9University of Reading, UKs.-՜.+,0    SOn-screen ShowUniversity of Reading7i Arial ah-bluesky.Pedagogic uses of a corpus of student writingGThe British Academic Written English (BAWE) corpus of student writingOutline$Using corpora in language pedagogy Interfaces (1): the concordanceInformation & interfaces (2)4Requirements: a good corpus for language pedagogyRepresentativeness(Representativeness (2): the BAWE corpus Relevance5Relevance (2): features annotated in the BAWE corpus Corpus sizeConclusion: 3 views.Pedagogic uses of a corpus of student writing  Fonts UsedDesign Template Slide Titles*_C0Computing ServicesComputing Services  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./012346789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_abcdefgijklmnotRoot EntrydO)PicturesS%Current UserhSummaryInformation(5UPowerPoint Document(CDocumentSummaryInformation8`