From the Learner Corpus to Learner Autonomy at First Certificate

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From the Learner Corpus to Learner Autonomy at First Certificate. Guy Brook-Hart Cambridge University Press Prague, 11th October 2008. In this workshop we will look at. what the Cambridge Learner Corpus (CLC) is what information it can give how it can be used in the classroom - PowerPoint PPT Presentation

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  • From the Learner Corpus to Learner Autonomy at First Certificate

    Guy Brook-Hart

    Cambridge University Press

    Prague, 11th October 2008

  • In this workshop we will look atwhat the Cambridge Learner Corpus (CLC) iswhat information it can givehow it can be used in the classroomhow it can be used in course designhow it can be used to encourage learner autonomy.

  • Examples will be taken from Complete First Certificate (CUP 2008)

  • What is the Cambridge Learner Corpus (CLC)?More than 100,000 scripts from Cambridge ESOL Writing Papers allowing analysis of errors according to level L1 type of error.Examples of real student mistakes.

  • What is the Cambridge Learner Corpus (CLC)?Exclusive toCambridge ESOLCambridge University Press

  • What information can it give?Grammar errors Ana was dating Bob, that was Christine's boyfriendI am a 15 year old girl that speaks the English language fluently

  • What information can it give?Grammar errors I think the better thing we have to do is...Laura was more calm and a little bit frightened.

  • What information can it give?Lexical errorsa fiesta with typical Spanish clothes I hope your holiday was funny.

  • What information can it give?Collocation errorsI did the same mistake than you. I felt free to use the phone and I did some phone calls home.

  • What information can it give?Collocation errorsIt was an important day and I had to hold a speech in front of international visitors.Ill answer all the questions that you made me in your last letter.

  • What information can it give?Spelling errorsconfortablebeliveprefferaccomodationexcelent

  • What information can it give?Spelling errorsaccomodationconfortablebeliveexcelentpreffer

  • What information can it give?Spelling errors - confusions with other words:thing thinkexiting exciting Spelling errors - confusions with American spellings: center centre color colour

  • What information can it give?Frequency of errors

  • What information can it give?Origin of error by language(s)I will be able to control the children when they swim. GreekWe needed to control all the microfons before the performance. SpanishThe immigration officer started controlling us. ArabicI use the internet to book a holiday, to buy a book or to control my bank account. Italian

  • How can the CLC influence FCE course design?Corpus information caninfluence what areas of grammar we focus onhighlight what students really find difficult, not what we imagine they find difficultsupply material for corpus-based exercises on error analysis and correction.

  • How can the CLC influence FCE course design?Can instead of could in conditionals (including polite requests) and other hypothetical situationsIt's a mountain bike and if you can see it, I'm sure that you'd like it.Can instead of could for past situationsIn contrast to this, I can swim when I was six.confusion between when to use could/can and was/will be able to for past/future situationsI had a car so we could make a number of tours

  • How can the CLC be used in the classroom?By ensuring that grammar explanations cover problem areas, not just areas we think will be tested in the exam.By designing exercises which cover those areasBy including exercises which encourage students to think about the mistakes they make and to think critically about their productive use of language.

  • How can the CLC be used in the classroom?By making students aware of problem areas so that they look for / avoid these particular errors in their productive work.

  • How can the CLC be used in the classroom?

  • How can the CLC be used in the classroom?Examples of the language to be focused on may be drawn from a reading or listening text.Students see correct use of language in an authentic context.They draw conclusions from the use of language in the context.They check their conclusions by studying grammar rules.

  • How can the CLC be used in the classroom?

  • How can the CLC be used in the classroom?Students are told this is a problem area.They work on a task which contains language used by candidates in the exam.

  • How can the CLC be used in the classroom?

  • How can the CLC be used in the classroom?The exercise which follows is closer to how this language area will be directly tested in the exam.There may be further opportunity for freer, more productive practice.

  • How can the CLC influence FCE course design?Corpus information canpinpoint lexical problems and determine what lexis is worked on in the coursefocus on students problem areasprovide a lexical syllabus based on research, not supposition.

  • How can the CLC influence FCE course design?Dish, food and mealfor example the beef food is really tasty and looks very healthy Is there any vegetarian meal or only tradational cooking? You will have free food breakfast, lunch and dinner.

    U4

  • How can the CLC influence FCE course design?Extracts from the Cambridge Advanced Learners Dictionary

  • How can the CLC influence FCE course design?Clear definitions can be used to sort out students confusions.Students can work out for themselves why a word is wrong / which word would be the right choice.

  • How can dictionary work help?using definitions using exampleswork on common learner errorswork on collocationsgetting students to think about, analyse and understand correct usagegoing from a formal explanation to an exercise.

  • How can dictionary work help?

  • How can dictionary work help?Extracts from the Cambridge Advanced Learners Dictionary

  • How does error analysis and correction help students?by building up systematic awareness of errorsby creating a error-finding and error-correcting habitsby making students more self-aware and therefore more responsible.

  • What else can we do in class apart from the exercises in the book?Work on correcting an answer to a writing task. Take in an answer from another class.Underline selected errors and indicate whether students should look in the dictionary or Students Book to correct them.Students note errors and corrections in their notebooksStudents work on rephrasing.

  • What else can we do in class apart from the exercises in the book?students read sample answer from Teachers Book finally, students correct and revise their own answers to the tasks based on this session before handing them in.

  • Complete First Certificate (CUP 2008)Is Corpus-informed throughout

  • Complete First Certificate Students Book has been written specifically for the new FCE exam (December 2008) is aimed at students aged 16 - 18 and young adultshas 16 units containing skills for one part of each FCE paper (Reading, Writing, Use of English, Listening and Speaking) Corpus-informed vocabulary and grammar input.

  • Complete First Certificate Students Book hasa 16-page Grammar reference sectionan 8-page Writing reference sectiona 4-page Speaking reference sectiona complete model exam for the new FCE exam, supplied by Cambridge ESOLa CD-ROM for self-study.

  • Other componentsA Teachers Book with step-by-step teaching notes, photocopiable activities, progress tests, photocopiable word lists, answer keys and recording scripts.3 audio CDs including recordings for the model Listening Paper supplied by Cambridge ESOL.A Workbook with audio CD (authors Barbara Thomas and Amanda Thomas).

  • Complete CAE by Guy Brook-Hart and Simon Hainesappearing next year.

  • guybrookhart@gmail.com