Abstract
| Original language | English |
|---|---|
| Publication status | Published - 2011 |
| Event | The Asian Conference on Technology in the Classroom 2011 - Osaka, Japan Duration: 10 Jun 2011 → 12 Jun 2011 |
Conference
| Conference | The Asian Conference on Technology in the Classroom 2011 |
|---|---|
| Country | Japan |
| City | Osaka |
| Period | 10/06/11 → 12/06/11 |
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Bibliographical note
This paper was given at the The Asian Conference on Technology in the Classroom , 2011, June 10-12 2011, Osaka, Japan. The full proceedings are available online at: http://iafor.org/archives/proceedings/ACTC/ACTC2011_proceedings.pdfCite this
Corpus-based tasks for learning Chinese: a data-driven approach. / Smith, Simon.
2011. Paper presented at The Asian Conference on Technology in the Classroom 2011, Osaka, Japan.Research output: Contribution to conference › Paper
}
TY - CONF
T1 - Corpus-based tasks for learning Chinese: a data-driven approach
AU - Smith, Simon
N1 - This paper was given at the The Asian Conference on Technology in the Classroom , 2011, June 10-12 2011, Osaka, Japan. The full proceedings are available online at: http://iafor.org/archives/proceedings/ACTC/ACTC2011_proceedings.pdf
PY - 2011
Y1 - 2011
N2 - Over the last couple of decades, there have been many studies on the utility of data-driven learning (DDL) approaches to the acquisition of English and other Indo-European languages. Very little research has touched on DDL for Chinese, or indeed any corpus-based approaches to learning it. This is surprising, given the otherwise large choice of IT applications, including flashcards, online dictionaries, and stroke order practice software: certainly, it seems, people do wish to learn Chinese with computers. Certain features of the Chinese language make it especially suited to a data-driven approach. In DDL, learners typically explore collocational and colligational patterns among words, but would not expect to be able to look at the internal structure of words using a corpus tool. The logographic Chinese writing system, however, allows the learner to investigate the ways that characters/morphemes pattern to form words. We offered several corpus-based tasks to intermediate-level Mandarin learners, alongside traditional-communicative conversation classes. We describe these tasks, as well as some of the corpora and corpus interfaces used in our approach
AB - Over the last couple of decades, there have been many studies on the utility of data-driven learning (DDL) approaches to the acquisition of English and other Indo-European languages. Very little research has touched on DDL for Chinese, or indeed any corpus-based approaches to learning it. This is surprising, given the otherwise large choice of IT applications, including flashcards, online dictionaries, and stroke order practice software: certainly, it seems, people do wish to learn Chinese with computers. Certain features of the Chinese language make it especially suited to a data-driven approach. In DDL, learners typically explore collocational and colligational patterns among words, but would not expect to be able to look at the internal structure of words using a corpus tool. The logographic Chinese writing system, however, allows the learner to investigate the ways that characters/morphemes pattern to form words. We offered several corpus-based tasks to intermediate-level Mandarin learners, alongside traditional-communicative conversation classes. We describe these tasks, as well as some of the corpora and corpus interfaces used in our approach
M3 - Paper
ER -