--- title: "Online Corpus" subtitle: "Literacy Teachers’ Best Friend" author: "Dominik Lukeš" outline_version: 2 auto_title_slide: false auto_thanks_slide: false --- ## Online Corpus Literacy Teachers’ Best Friend {id=pptx-da7a8487ae96-001} {title} Dominik Lukeš dlukes@dyslexiaaction.org.uk @techczech ## Outline {id=pptx-da7a8487ae96-002} - What is a corpus - Answering questions with a corpus - The language of corpus searches - The corpus and the classroom - Practice ![Photograph of a paving-stone pavement with a chalk outline of a body drawn beside a black lamp post.](assets/media/img-0afcb169756b3995.jpeg) [http://www.flickr.com/photos/adactio/3563832656](http://www.flickr.com/photos/adactio/3563832656) ## Corpus / Corpora {id=pptx-da7a8487ae96-003} ???? ## of about {id=pptx-da7a8487ae96-004} ![Photograph of a field divided down the middle: green grass on the left and ploughed brown soil on the right.](assets/media/img-ba2fd2c408df37bb.png) On the slide, the word “knowledge” is above the photograph and “language” below it; the words “of” (over the grass) and “about” (over the soil) are written on the photograph itself. knowledge language [http://www.flickr.com/photos/missturner/3029700617/](http://www.flickr.com/photos/missturner/3029700617/) ## Prescriptivism {id=pptx-da7a8487ae96-005} … how language should be used v … how language **is** used Descriptivism ## Slide 6 {id=pptx-da7a8487ae96-006} {notitle} ![Cover of “The Language Instinct: The New Science of Language and Mind” by Steven Pinker.](assets/media/img-7b54304377762981.jpeg) > “Most of the prescriptive rules of **the language mavens** make no sense on any level. They are bits of folklore that originated for screwball reasons several hundred years ago… For as long as they have existed, speakers have flouted them…” > > — Steven Pinker, The Language Instinct ## Slide 7 {id=pptx-da7a8487ae96-007} {notitle} ![The slide's original page: the covers of “Politics and the English Language” by George Orwell, “The Elements of Style” by William Strunk Jr. and E. B. White and “Strictly English” by Simon Heffer, a portrait labelled “Grammarian Geoffrey K Pullum on …”, and the quoted comments listed beside the books.](assets/pages/page-07.png) - Grammarian Geoffrey K Pullum on … - Orwell, Politics and the English Language - “dishonest and stupid” - “More passives in Orwell's pompous essay with the warning about how you mustn't use them than in any periodical you can lay your hands on! “ - Strunk and White, The Elements of Style - “vile little compendium of tripe about style” - Heffer, Strictly English - “intellectual abdication” - “should be ashamed” - “current around 1900” - “a perversion of grammatical education” - “blind to textual evidence even when he himself exhibits it” ## Slide 8 {id=pptx-da7a8487ae96-008} {notitle} http://languagelog.ldc.upenn.edu/nll/?p=2790 ![Screenshot of a Language Log page headed “Archive for Prescriptivist Poppycock”.](assets/media/img-x35ba047129fbedd.png) ![Screenshot of the post “Does it really matter if it dangles?”, November 20, 2010, filed by Geoffrey K. Pullum under Prescriptivist Poppycock, Syntax, Writing and ambiguity.](assets/media/img-xf6ec93fa7fdd730.png) This usage stuff is ***not*** **straightforward** and easy. If ever someone tells you that the rules of English grammar are simple and logical and you should just learn them and obey them, walk away, because you're getting **advice from a fool.** ## Corpus {id=pptx-da7a8487ae96-009} Key modern tool for finding out **about** how language works… ## Corpus {id=pptx-da7a8487ae96-010} … is a large database of **representative** language samples … ## Corpus {id=pptx-da7a8487ae96-011} … 100s of millions of words from (mostly) written language in different genres in small samples (~2000 words) … ## Corpus {id=pptx-da7a8487ae96-012} … used for linguistic research, making dictionaries, writing grammars, … ## Slide 13 {id=pptx-da7a8487ae96-013} {notitle} ![The slide's original page: the covers of “Collins COBUILD English Grammar”, “The American Heritage Dictionary” and “A Comprehensive Grammar of the English Language” (Quirk, Greenbaum, Leech and Svartvik); a red arrow points to the words “Collins Corpus: the world's largest database for language study” on the Collins cover.](assets/pages/page-13.png) ## Corpora available for teachers {id=pptx-da7a8487ae96-014} ![Screenshot of the corpus.byu.edu home page, “corpora, size, queries = better resources, more insight”, with a table of English corpora (Hansard, Wikipedia, GloWbE, COCA, COHA, TIME Magazine Corpus, Corpus of American Soap Operas, BYU-BNC) with their sizes, dialects and time periods.](assets/media/img-00a05b3190dc20a2.png) [http://corpus.byu.edu](http://corpus.byu.edu) ## BYU corpora available {id=pptx-da7a8487ae96-015} - **COCA** (contemporary Am English) - **COHA** (historical Am English) - **GloWbE** (global web English) - **Wikipedia** - **Google Books** (BrEng/AmEng) - **BNC** (British National Corpus) - **Hansard** (British parliamentary speeches) - Spanish/Portugese ## Access to COCA and related BYU corpora is free… {id=pptx-da7a8487ae96-016} …but **free** registration required for more than ~10 queries a day ![Screenshot of a login form with Email and Password fields and a “(HELP) LOG IN” link.](assets/media/img-23e2f7a4da0ea442.png) ## Slide 17 {id=pptx-da7a8487ae96-017} {notitle} ![Screenshot of a Google search for “byu corpus”; the results list CORPORA: 1.9 billion words - 45 million words each: free online, BYU-BNC, COHA, COCA and GloWbE.](assets/media/img-157120f310e54dc1.png) On the slide, a red ellipse is drawn round the search box that holds “byu corpus”. ## Other resources derived from BYU corpora {id=pptx-da7a8487ae96-018} - WordFrequency.info - WordAndPhrase.info - AcademicWords.info - Collocates.info ## Slide 19 {id=pptx-da7a8487ae96-019} {notitle} ![Screenshot of the WebCorp Live search page (“Concordance the web in real-time”) with a search for dys* and options for case, span, search API and language.](assets/media/img-54109ed7a57e32d6.png) [http://www.webcorp.org.uk](http://www.webcorp.org.uk) ## Slide 20 {id=pptx-da7a8487ae96-020} {notitle} ![Screenshot of the Leeds “A collection of English corpora” query page: a choice of corpora (BNC, Reuters, British News, Internet, Brown Corpus, ukWac) and parameters for a concordance or collocations query.](assets/media/img-b8cd684d318e53a9.png) [http://corpus.leeds.ac.uk](http://corpus.leeds.ac.uk) ## Slide 21 {id=pptx-da7a8487ae96-021} {notitle} ![Photograph of a yellow roadside sign reading “You think life is full of surprises? Wait till you die!”](assets/media/img-ae6060318d14969f.jpeg) [http://www.flickr.com/photos/atoach/3900591006/](http://www.flickr.com/photos/atoach/3900591006/) Searching a corpus early on in the process of making a generalization can save you a lot of unpleasant surprises later. ## How do we use the word dyslexia? {id=pptx-da7a8487ae96-022} We speak more often of dyslexic children than adults. We speak more often of dyslexia than any other dys- word. ## Concordance {id=pptx-da7a8487ae96-023} - **BNC:** `dyslexic [n*]` - **COCA:** `dyslexic [n*]` ![Screenshot of BNC results for the query above: DYSLEXIC CHILDREN 20, DYSLEXIC CHILD 6, DYSLEXIC PERSON 4, DYSLEXIC BOY 3, DYSLEXIC PEOPLE 3, DYSLEXIC PUPILS 3, DYSLEXIC YOUNGSTERS 1, DYSLEXIC UNIT 1.](assets/media/img-3e5eff1e1d965c22.png) ![Screenshot of COCA results for the query above: DYSLEXIC CHILDREN 15, DYSLEXIC STUDENTS 14, DYSLEXIC KIDS 5, DYSLEXIC POPULATION 4, DYSLEXIC RESEARCH 3, DYSLEXIC PIANIST 2, DYSLEXIC TREATMENT 2, DYSLEXIC READERS 2, DYSLEXIC WRITERS.](assets/media/img-9ce0288119b04fa7.png) [http://www.americancorpus.org/](http://www.americancorpus.org/) [http://corpus.byu.edu/bnc](http://corpus.byu.edu/bnc) ## Slide 24 {id=pptx-da7a8487ae96-024} {notitle} **COCA:** `dys*` ![Screenshot of COCA results for dys*: DYSFUNCTION 1662, DYSFUNCTIONAL 1565, DYSON 703, DYSLEXIA 386, DYSTROPHY 264, DYSENTERY 258, DYSLEXIC 200, DYSPLASIA 175, DYSPHAGIA 126, DYSPHAGIA 121, DYSPNEA 105, DYSPHORIA 72, DYSTOPIAN 66, DYSPEPTIC 65, DYSPEPSIA 62.](assets/media/img-9a2d297b52ec5451.png) ![Screenshot of the COCA search form with “dyslexia” in the word box and a list of collocates: FIBROUS, HIP, CERVICAL, TEMPORAL, BONE.](assets/media/img-2f04e88b04889302.png) ## Suffixing rules {id=pptx-da7a8487ae96-025} `*yed` `*ied` ![Screenshot of COCA results for *yed: PLAYED 48431, STAYED 18470, DESTROYED 12207, ENJOYED 12106, EMPLOYED 10771, DISPLAYED 6737, DELAYED 4976, SURVEYED 4544, PORTRAYED 4101, UNEMPLOYED 3286.](assets/media/img-ecc21bff9ffa29f9.png) ![Screenshot of COCA results for *ied: TRIED 68388, DIED 52829, MARRIED 39303, CARRIED 25469, IDENTIFIED 24469, WORRIED 21619, APPLIED 17856, STUDIED 15468, TIED 14965, REPLIED 12514.](assets/media/img-30191f3babb94674.png) ## Suffixing rules {id=pptx-da7a8487ae96-026} `*yed` pl**a**yed st**a**yed portr**a**yed enj**o**yed unempl**o**yed surv**e**yed `*ied` **d**ied t**r**ied mar**r**ied wor**r**ied identi**f**ied app**l**ied ## The Corpus Magic {id=pptx-da7a8487ae96-027} `*` `?` `[ ]` `[n* ]` Different corpora use slightly different codes. Read the manual. ## The Corpus Magic {id=pptx-da7a8487ae96-028} - `*` Any number of characters (incl 0) - `?` Any one character - `[ ]` Lemma (all inflectional forms of a word) - `[n* ]` Part of speech tags (e.g. nouns) Different corpora use slightly different codes. Read the manual. ## Slide 29 {id=pptx-da7a8487ae96-029} {notitle} `*` - `*each` each, reach, beach, teach, outreach, …, impeach, … - `teach*` teachers, teaching, …, teachable, teacher-librarians, … - `t*ch` touch, teach, tech, torch, trench, twitch, …, three-inch, … - `teach *` teach the, teach us, teach students, … ## Slide 30 {id=pptx-da7a8487ae96-030} {notitle} `?` - `?each` reach, beach, teach, peach, leach, keach, … - `each?` each- (1), each# (1) [ie nothing] - `?each?` peachy, bleachy, teacha, reachs (2) [ie spelling error], … - `t?ch` tech, tach, toch, tuch, tsch, tich - `t??ch` touch, teach, torch, tisch, … ## `[Lemma]` {id=pptx-da7a8487ae96-031} Word box: `[book]` ![Screenshot of the COCA search page (Corpus of Contemporary American English, 425 million words, 1990-2011) with the word box set to the query above, outlined in red; the results BOOK, BOOKS, BOOKED and BOOKING are outlined.](assets/media/img-45eddaffcd59275f.png) Word box: `[booking]` ![Screenshot of the COCA search page with the word box set to the query above, outlined in red; the results BOOKING and BOOKINGS are outlined.](assets/media/img-b0c59281ae8a78ed.png) ## Part of speech tags {id=pptx-da7a8487ae96-032} `[run].[n*]` `[run] [n*]` ![Screenshot of COCA results for the first query above showing text passages in which the word run is highlighted.](assets/media/img-07764c2909173b16.png) ![Screenshot of COCA results for the second query above: RUN AFOUL, RUN COUNTER, RUN THINGS, RUN AVERAGE, RUN DEFENSE, RUN ERRANDS, RUNS COUNTER, RUNNING ERRANDS with their counts.](assets/media/img-5b044f9c5d6d92f4.png) ## Common tags {id=pptx-da7a8487ae96-033} | | | |---|---| | `[n*]` | noun | | `[NN2]` | plural nouns | | `[v*]` | verb | | `[VVD]` | verb past tense | | `[aj*]` (BNC) | adjective | | `[j*]` (COCA) | adjective | | `[av*]` (BNC) | adverb | | `[r*]` (COCA) | adverb | On the slide the BNC tag and the COCA tag for adjective, and for adverb, stand on one line, separated by a slash; the table gives each tag its own row with its corpus label. ## Help {id=pptx-da7a8487ae96-034} Codes in the panel: ``` [pos] [pos*] [lemma] [=word] ``` Examples in the panel: ``` [vvg] [v*] [sing] [tall] [=strong] ``` ![Screenshot of the COCA search page with a red arrow pointing from the search-string box to the “HELP: SEARCH SYNTAX” panel, which lists search codes with their meanings, examples and matching words (the codes and examples are given in the text above).](assets/media/img-18aac492744f05d0.png) ## Slide 35 {id=pptx-da7a8487ae96-035} {notitle} | Search string | Results shown | |---|---| | `*` | strike, strikes, struck, striking | | `big [n*]` | look, handbook, shook, textbook | | `[love]` | love | | `*ook` | look, took, book, cook, rook | | `?ook` | big bang, big man, big house | | `[strike].[v*]` | anything | | `[strike].[n*]` | love, loves, loved, loving | | `love` | strike, strikes | ![Screenshot of a matching exercise: a column of eight search strings beside boxes of results, each pair marked with a red cross. The strings and the results beside them are listed in the table above.](assets/media/img-652e1a79cee74710.png) ## Slide 36 {id=pptx-da7a8487ae96-036} {notitle} | Search string | Results shown | |---|---| | `*` | anything | | `big [n*]` | big bang, big man, big house | | `[love]` | love, loves, loved, loving | | `*ook` | look, handbook, shook, textbook | | `?ook` | look, took, book, cook, rook | | `[strike].[v*]` | strike, strikes, struck, striking | | `[strike].[n*]` | strike, strikes | | `love` | love | ![Screenshot of the same matching exercise answered correctly: each of the eight search strings has its matching results beside it and a green tick. The strings and results are listed in the table above.](assets/media/img-72600609daed532b.png) ## You can also {id=pptx-da7a8487ae96-037} - `cats and dogs` search for idioms - `?each*s` combine wildcards - `[=pretty]` search for synonyms - `car|bike|horse` search for alternatives - `used -car` exclude searches For more details see: ![Screenshot of the COCA search-string box with a red arrow pointing to a small button at its right edge.](assets/media/img-8a159f5cbc1f3409.png) ## Concordance + KWIC {id=pptx-da7a8487ae96-038} ``` *ies.[N*] ``` ![Screenshot of COCA results, rows 8 to 16 of a list of nouns ending in -ies with their counts (BABIES, SPECIES, PARTIES, LIES, STUDIES, CENTURIES, CITIES, ENEMIES, CRIES), above a block of example passages from fiction in which “cities” is highlighted; red arrows point at CITIES in the list and at passages below. The search string is not visible in the screenshot; it is given in the line above.](assets/media/img-5c573cfdddda36da.png) ## KWIC – **K**ey-**W**ord In **C**ontext {id=pptx-da7a8487ae96-039} ``` *ies.[N*] ``` ![Screenshot of a key-word-in-context display for the query shown above: lines of text with the matching words (species, communities, series, movies and others) highlighted in colour in a central column.](assets/media/img-d84f549fa7a8fd9d.png) ## Limit searches by genre {id=pptx-da7a8487ae96-040} ![Screenshot of the COCA sections panel with two lists: the genres SPOKEN, FICTION, MAGAZINE, NEWSPAPER, ACADEMIC and the period 1990-1994, and the fiction sub-genres FIC:Gen (Book), FIC:Gen (Jrnl), FIC:SciFi/Fant, FIC:Juvenile and FIC:Movies.](assets/media/img-2f691d545c3bafae.png) ## Other questions corpus can answer {id=pptx-da7a8487ae96-041} - Are there more nouns or verbs ending in *-ies?* ``` *ies.[V*] vs. *ies.[N*] ``` - Are there four-letter verbs ending in *-ed* in the present tense? ``` ??ed.[VVB] ``` - What are the most common adjectives describing students vs. pupils. ``` [j*] [student] vs. [j*] [pupil] ``` - What do we say teachers do most often? ``` [teacher] [vvb] ``` ## Corpus, rules, and regularity {id=pptx-da7a8487ae96-042} ``` pre* *ed *ies.[V*] ``` ![Black-and-white photograph of a hand writing “I will not spend all my spare time on Flickr.” repeatedly on a page of lined paper.](assets/media/img-31d87b1538ae4fe4.png) [http://www.flickr.com/photos/51505078@N00/352492687](http://www.flickr.com/photos/51505078@N00/352492687) ## Collocations {id=pptx-da7a8487ae96-043} Limits on variability ![Screenshot of COCA collocates of “surprising”: the search form with the collocates box set to * and the results THAT 2310, ., ., TO, NUMBER, AND, IS, IN, BECAUSE, GIVEN, THING, HOW; THAT, NUMBER, BECAUSE and GIVEN are outlined in red.](assets/media/img-a6d07c07b7e4c154.png) See also Kennedy, p. 80-23 ## Collocations {id=pptx-da7a8487ae96-044} Limits on variability See also Kennedy, p. 80-23 Collocates box: `[n*]` ![Screenshot of COCA collocates of “certain”: the word box holds certain, the collocates box holds the query above and two small boxes beside it show 0 and 1; two red arrows point at the collocates box and at the 0 and 1 boxes. The results list AMOUNT, THINGS, WAY, POINT, TYPES, EXTENT, KIND, KINDS, LEVEL and PEOPLE with their counts; AMOUNT with its mutual-information score 8.10 and LEVEL with its score 5.43 are outlined in red.](assets/media/img-ca08540d407e1a0f.png) ## Collocations (cont) {id=pptx-da7a8487ae96-045} `[teacher] must [v*]` ![Screenshot of COCA results for the query above: TEACHERS MUST BE 144, TEACHER MUST BE 53, TEACHERS MUST HAVE 29, TEACHERS MUST LEARN 18, TEACHERS MUST BECOME 16, TEACHER MUST HAVE 12, TEACHERS MUST PROVIDE 10, TEACHERS MUST TAKE 10, TEACHERS MUST UNDERSTAND 10, TEACHERS MUST MAKE 9, TEACHERS MUST REALIZE 8, TEACHER MUST DETERMINE 7 and others.](assets/media/img-7b3de0357ea329c5.png) ## Idioms and set phrases {id=pptx-da7a8487ae96-046} 275 results 359 results ![Screenshot of concordance lines for “cats and dogs” in phrases such as “raining like cats and dogs”, with the words before the phrase outlined in red.](assets/media/img-78d8b7256b0ee1e3.png) ![Screenshot of concordance lines for “dogs and cats” in contexts such as “adorable dogs and cats” and “pets”, with the words before the phrase outlined in red.](assets/media/img-a875638e35ddbc7a.png) ## Google as a Corpus {id=pptx-da7a8487ae96-047} **"**put the search text in quotes**"** use `*` for the search item ![Screenshot of Google's search suggestions for “a teacher is *”: a teacher is like, a teacher is poem, a teacher is like a gardener, a teacher is someone who, a teacher is like a candle quote, a teacher is like a flower, a teacher is like metaphor, a teacher is one who makes, a teacher is a leader, a teacher is a candle.](assets/media/img-19375f27f37e8d60.png) ## Slide 48 {id=pptx-da7a8487ae96-048} {notitle} ![Screenshot of Google results for “a good student always *”, with matching passages outlined in red and two callouts, “Relevant results” beside the genuine matches and “Irrelevant results” beside matches in other contexts.](assets/media/img-b70e89bd729a587a.png) ## Google as a Corpus {id=pptx-da7a8487ae96-049} - **PRO:** rare, low frequency usage, up-to-date usage - **CON:** no sampling, no frequency sort, no genre limit, no part of speech tags ## Google results counts are only rough estimates… {id=pptx-da7a8487ae96-050} Different people searching in different geographic locations can get different numbers Sometimes searching for A gives fewer results than searching for A without B ![Screenshot of a Google search for “good teachers” with a red arrow pointing to “About 80,600,000 results (0.13 seconds)”.](assets/media/img-55649e65fac51096.png) ![Screenshot of a Google search for “bad teachers” with a red arrow pointing to “About 44,700,000 results (0.09 seconds)”.](assets/media/img-21f46cfe0afc2f3f.png) [http://searchengineland.com/why-google-cant-count-results-properly-53559](http://searchengineland.com/why-google-cant-count-results-properly-53559) ## …but Google fights can be fun {id=pptx-da7a8487ae96-051} ![Screenshot of the Googlefight web page comparing “good teachers” (13300000 results) with “bad teachers” (4660000 results).](assets/media/img-137eb4ec70d2b324.png) ## WebCorp is makes Google search results linguist-friendly {id=pptx-da7a8487ae96-052} ![Screenshot of a page of lines of text in which “good teachers” is highlighted in colour.](assets/media/img-977acbb33d95f68a.png) ![Screenshot of the WebCorp Live search form with “good teachers” in the Search box; Case Insensitive is ticked, Span is 50 characters, Search API is Google, Language is Not specified, Show URLs is unticked, Pages is 64, One concordance line per web page is ticked and the Site box is empty.](assets/media/img-cab4dc8026916d06.png) On the slide, three red arrows are drawn over the WebCorp form: one pointing at the Span box, one at the Show URLs checkbox and one at the “One concordance line per web page” checkbox. ## Avoid Common Corpus Errors {id=pptx-da7a8487ae96-053} ![Photograph of graffiti-covered wall with a pasted-up image of an Internet Explorer error dialog.](assets/media/img-e4d96d9173d41453.jpeg) [http://www.flickr.com/photos/andreassolberg/433734311](http://www.flickr.com/photos/andreassolberg/433734311) ## Slide 54 {id=pptx-da7a8487ae96-054} {notitle} - Be aware of **limitations**: sampling, coverage, size, presence of typos and errors, bad part of speech tagging - Beware of **low** **frequency** results - Beware of **homographs** ## Slide 55 {id=pptx-da7a8487ae96-055} {notitle} - Check results come from multiple **sources** - Check **KWIC** to confirm relevance - Limit search by **genre** ## Check examples and sources {id=pptx-da7a8487ae96-056} - Click on concordance results for KWIC view - …to check relevance of result (e.g. part of speech tag) ![Screenshot of COCA concordance results listing wordsa list of words (TIED, DRED, SLED, NEED and others) with counts above lines of context in which the word TIED is outlined in red.](assets/media/img-5f1f065cda858ccf.png) ## Always check low frequency results {id=pptx-da7a8487ae96-057} ``` must [v*] [n*] ``` ![Screenshot of COCA results for the query above: MUST TAKE CARE 5, MUST BE FRANKIE 3, MUST BE KING 3, with a red arrow pointing at MUST BE FRANKIE.](assets/media/img-a0d91135b4d6282e.png) ![Screenshot of context lines from a transcript in which “Must be Frankie” appears three times in the same passage, with red arrows.](assets/media/img-1d63c496e7432f06.png) …sometimes they come from the same source ## False roots {id=pptx-da7a8487ae96-058} ![Screenshot of COCA results for *face: FACE, SURFACE, INTERFACE, FACE-TO-FACE, PREFACE, CLUBFACE, SUBSURFACE, IN-YOUR-FACE, ABOUT-FACE, BABYFACE, with PREFACE outlined in red.](assets/media/img-725a44ed604f8cf8.png) ![Screenshot of the Online Etymology Dictionary entry for “preface (n.)”, from late 14th century Old French preface, with the Latin praefatio outlined in red.](assets/media/img-de71818050265c58.png) **http://etymonline.com** corner, silly, preface, cockroach, protest, stable … ## Make your own corpus with TextSTAT {id=pptx-da7a8487ae96-059} ![Screenshot of the TextSTAT program window showing a concordance for the word “test” in a corpus of text files.](assets/media/img-d1d8ad421ca1d4db.png) **http://neon.niederlandistik.fu-berlin.de/en/textstat** ## Make your own corpus with AntConc {id=pptx-da7a8487ae96-060} ![Screenshot of the AntConc program window showing a concordance with the search term in the centre column of each line and tabs for Concordance, Concordance Plot, File View, Clusters, Collocates, Word List and Keyword List.](assets/media/img-bccf013591f381b5.png) **http://www.antlab.sci.waseda.ac.jp/software.html** ## Corpus in the classroom {id=pptx-da7a8487ae96-061} - teacher preparation - student discovery ## Teacher preparation {id=pptx-da7a8487ae96-062} - find relevant, common examples - prepare worksheets - check for exceptions - find out answers to student questions about rules and usage ## Student discovery {id=pptx-da7a8487ae96-063} - show search results to students to work out rules or word meanings - teach students how to search for questions - ask students to give each other puzzles for searching ## For heavy classroom use… {id=pptx-da7a8487ae96-064} register for group access to prevent spam lock out ![Screenshot of the corpus site's “Group access: request” form with fields for name, email, date, start time, time zone and corpora.](assets/media/img-93b7dada600c5b44.png) ## Corpus v dictionary {id=pptx-da7a8487ae96-065} ![Screenshot of a dictionary entry for “arrive” with its pronunciation and three numbered definitions.](assets/media/img-283cdd19be5edc9f.png) ![Screenshot of concordance lines for “arrive at” with the words after the phrase highlighted in colour.](assets/media/img-c3fc17ec4db6416a.png) ## Non-classroom corpus use {id=pptx-da7a8487ae96-066} - supplement dictionary - cross-word puzzles - check typical usage when writing ## Where to go next? {id=pptx-da7a8487ae96-067} ![Cover of “Using Corpora in the Language Learning Classroom: Corpus Linguistics for Teachers” by Gena R. Bennett.](assets/media/img-1a7f285df109dca6.jpeg) ![Cover of “From Corpus to Classroom: Language Use and Language Teaching” by Anne O'Keeffe, Michael McCarthy and Ronald Carter.](assets/media/img-506b3bddbb50948a.jpeg) ![Cover of “Words and Phrases: Corpus Studies of Lexical Semantics” by Michael Stubbs.](assets/media/img-869a161284d7f8ce.jpeg) [http://www.corpora4learning.net](http://www.corpora4learning.net) ## Thank you {id=pptx-da7a8487ae96-068} Contact dlukes@dyslexiaaction.org.uk