Construction and use of thematic corpora by Academic English learners

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

Abstract

In Smith (2011), the author demonstrated that university students learning English in Taiwan engage more effectively with a specialist corpus consultation task when it is they (the students) who have constructed the corpora; that is, when analysis of the corpus product is preceded by a construction process. A qualitative evaluation found that the construction of corpora in students’ own majors was particularly likely to lead to acquisition of forms, especially specialist vocabulary. This work was followed up with a small-scale study of Chinese accounting and finance majors, in an EAP setting, at Coventry University (Smith 2015). These students used lecture slides and other materials provided by subject tutors on the course VLE (Moodle), to build small, themed corpora on module topics such as International Finance or Management Accounting (in the manner of Aston, 2002). They then used the Sketch Engine to bootstrap larger corpora from the web, via a process of selecting and validating keywords from their VLE corpora. In the present research, a larger group of accounting and finance students are using similar VLE derived corpora to construct a different kind of object: a technical vocabulary portfolio. Learners consider the vocabulary that matters to them, and gather together information and example usages in their own personal portfolio which they maintain in the cloud, for use in and out of class.
Original languageEnglish
Title of host publicationTask Design & CALL Proceedings
EditorsJozef Colpaert, Ann Aerts, Margret Oberhofer, Mar Gutiérez-Colón Plana
Pages437-445
Publication statusPublished - 2015
EventTask Design & CALL - Tarragona, Spain
Duration: 6 Jul 20158 Jul 2015

Conference

ConferenceTask Design & CALL
CountrySpain
CityTarragona
Period6/07/158/07/15

Fingerprint

vocabulary
finance
student
tutor
Taiwan
university
evaluation
management
learning

Bibliographical note

The full text is available from http://wwwa.fundacio.urv.cat/congressos/public/usr_docs/call_2015_conference_proceedings.pdf

Cite this

Smith, S. (2015). Construction and use of thematic corpora by Academic English learners. In J. Colpaert, A. Aerts, M. Oberhofer, & M. Gutiérez-Colón Plana (Eds.), Task Design & CALL Proceedings (pp. 437-445)

Construction and use of thematic corpora by Academic English learners. / Smith, Simon.

Task Design & CALL Proceedings . ed. / Jozef Colpaert; Ann Aerts; Margret Oberhofer; Mar Gutiérez-Colón Plana. 2015. p. 437-445.

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

Smith, S 2015, Construction and use of thematic corpora by Academic English learners. in J Colpaert, A Aerts, M Oberhofer & M Gutiérez-Colón Plana (eds), Task Design & CALL Proceedings . pp. 437-445, Task Design & CALL, Tarragona, Spain, 6/07/15.
Smith S. Construction and use of thematic corpora by Academic English learners. In Colpaert J, Aerts A, Oberhofer M, Gutiérez-Colón Plana M, editors, Task Design & CALL Proceedings . 2015. p. 437-445
Smith, Simon. / Construction and use of thematic corpora by Academic English learners. Task Design & CALL Proceedings . editor / Jozef Colpaert ; Ann Aerts ; Margret Oberhofer ; Mar Gutiérez-Colón Plana. 2015. pp. 437-445
@inproceedings{86f9aeeffc2947a48825256d70568d17,
title = "Construction and use of thematic corpora by Academic English learners",
abstract = "In Smith (2011), the author demonstrated that university students learning English in Taiwan engage more effectively with a specialist corpus consultation task when it is they (the students) who have constructed the corpora; that is, when analysis of the corpus product is preceded by a construction process. A qualitative evaluation found that the construction of corpora in students’ own majors was particularly likely to lead to acquisition of forms, especially specialist vocabulary. This work was followed up with a small-scale study of Chinese accounting and finance majors, in an EAP setting, at Coventry University (Smith 2015). These students used lecture slides and other materials provided by subject tutors on the course VLE (Moodle), to build small, themed corpora on module topics such as International Finance or Management Accounting (in the manner of Aston, 2002). They then used the Sketch Engine to bootstrap larger corpora from the web, via a process of selecting and validating keywords from their VLE corpora. In the present research, a larger group of accounting and finance students are using similar VLE derived corpora to construct a different kind of object: a technical vocabulary portfolio. Learners consider the vocabulary that matters to them, and gather together information and example usages in their own personal portfolio which they maintain in the cloud, for use in and out of class.",
author = "Simon Smith",
note = "The full text is available from http://wwwa.fundacio.urv.cat/congressos/public/usr_docs/call_2015_conference_proceedings.pdf",
year = "2015",
language = "English",
isbn = "9789057284786",
pages = "437--445",
editor = "Jozef Colpaert and Ann Aerts and Margret Oberhofer and {Guti{\'e}rez-Col{\'o}n Plana}, Mar",
booktitle = "Task Design & CALL Proceedings",

}

TY - GEN

T1 - Construction and use of thematic corpora by Academic English learners

AU - Smith, Simon

N1 - The full text is available from http://wwwa.fundacio.urv.cat/congressos/public/usr_docs/call_2015_conference_proceedings.pdf

PY - 2015

Y1 - 2015

N2 - In Smith (2011), the author demonstrated that university students learning English in Taiwan engage more effectively with a specialist corpus consultation task when it is they (the students) who have constructed the corpora; that is, when analysis of the corpus product is preceded by a construction process. A qualitative evaluation found that the construction of corpora in students’ own majors was particularly likely to lead to acquisition of forms, especially specialist vocabulary. This work was followed up with a small-scale study of Chinese accounting and finance majors, in an EAP setting, at Coventry University (Smith 2015). These students used lecture slides and other materials provided by subject tutors on the course VLE (Moodle), to build small, themed corpora on module topics such as International Finance or Management Accounting (in the manner of Aston, 2002). They then used the Sketch Engine to bootstrap larger corpora from the web, via a process of selecting and validating keywords from their VLE corpora. In the present research, a larger group of accounting and finance students are using similar VLE derived corpora to construct a different kind of object: a technical vocabulary portfolio. Learners consider the vocabulary that matters to them, and gather together information and example usages in their own personal portfolio which they maintain in the cloud, for use in and out of class.

AB - In Smith (2011), the author demonstrated that university students learning English in Taiwan engage more effectively with a specialist corpus consultation task when it is they (the students) who have constructed the corpora; that is, when analysis of the corpus product is preceded by a construction process. A qualitative evaluation found that the construction of corpora in students’ own majors was particularly likely to lead to acquisition of forms, especially specialist vocabulary. This work was followed up with a small-scale study of Chinese accounting and finance majors, in an EAP setting, at Coventry University (Smith 2015). These students used lecture slides and other materials provided by subject tutors on the course VLE (Moodle), to build small, themed corpora on module topics such as International Finance or Management Accounting (in the manner of Aston, 2002). They then used the Sketch Engine to bootstrap larger corpora from the web, via a process of selecting and validating keywords from their VLE corpora. In the present research, a larger group of accounting and finance students are using similar VLE derived corpora to construct a different kind of object: a technical vocabulary portfolio. Learners consider the vocabulary that matters to them, and gather together information and example usages in their own personal portfolio which they maintain in the cloud, for use in and out of class.

UR - http://wwwa.fundacio.urv.cat/congressos/call-conference-2015/

M3 - Conference proceeding

SN - 9789057284786

SP - 437

EP - 445

BT - Task Design & CALL Proceedings

A2 - Colpaert, Jozef

A2 - Aerts, Ann

A2 - Oberhofer, Margret

A2 - Gutiérez-Colón Plana, Mar

ER -