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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, ý 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`