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![Page 1: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/1.jpg)
GLOCALL 2015
Globalization and Localization in Computer-Assisted Language Learning
The future of Vocabprofiling
Tom Cobb
Université du Québec à Montréal
www.LEXTUTOR.ca
![Page 2: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/2.jpg)
GLOCALL 2015
Globalization and Localization in Computer-Assisted Language Learning
The future & meaning of Vocabprofiling
Tom Cobb
Université du Québec à Montréal
www.LEXTUTOR.ca
![Page 3: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/3.jpg)
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Backgrounder
• Vocabprofiling is an activity performed on my website Lextutor
• www.lextutor.ca
• Which is probably the thing I am best known for + the reason you have asked me here
• So the framing question of my presentation is this:
![Page 4: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/4.jpg)
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Is Lextutor a bunch of software, or a coherent theory of language acquisition?
![Page 5: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/5.jpg)
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A clue.
![Page 6: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/6.jpg)
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Take 2 on a framing issue with a bit of “localization”
• Korean learners are interested in vocabulary lists?
• Don’t try to stop this interest
• Instead give them the right lists and a good way to use them
![Page 7: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/7.jpg)
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First some scene-setting stats
So A LOT of people use this
![Page 8: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/8.jpg)
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Korea always in daily Top 10 user countries
![Page 9: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/9.jpg)
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And elsewhere in GloCall land...
![Page 10: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/10.jpg)
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![Page 11: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/11.jpg)
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At a rate of…
![Page 12: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/12.jpg)
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What do these folks look at ?Basically every routine gets significant use
![Page 13: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/13.jpg)
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![Page 14: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/14.jpg)
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What do these folks look at ?But a few routines get the lion’s share
VOCABPROFILEgroup
VOCAB TESTS
CONCORDANCEgroup
![Page 15: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/15.jpg)
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What do these folks look at ?But a few routines get the lion’s share
VOCABPROFILEgroup
VOCAB TESTS
CONCORDANCEgroup
![Page 16: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/16.jpg)
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What do these folks look at ?But a few routines get the lion’s share
VOCABPROFILEgroup
VOCAB TESTS
CONCORDANCEgroup
![Page 17: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/17.jpg)
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So what is Vocabprofiling?
(A.k.a. VP-ing)
=> a procedure for matching learner to text through word frequency
![Page 18: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/18.jpg)
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What is word frequency?What is concordancing?
![Page 19: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/19.jpg)
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Word frequency in a general corpus
=Best predictor of word
knowledge
![Page 21: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/21.jpg)
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Which eventually gives us…
Etc.
![Page 22: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/22.jpg)
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…From which we can determine
The frequency of the words the learners know
vs.
the frequency of the words in a given text
![Page 23: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/23.jpg)
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1. The frequency of the words the learners know
![Page 24: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/24.jpg)
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2. The frequency of the words in a given textThere are strict time limits on the detention of persons without charge. An arrested person may not be detained without charge for more than 24 hours, unless a serious arrestable offence has been committed. If a serious arrestable offence has been committed a superintendent can extend the period to 36 hours to secure or preserve evidence by continued questioning. When a serious arrestable offence has been committed and the suspect needs to be held in custody beyond the 36 hour period, the police must bring the suspect before a magistrate to extend the time limit to a maximum of 60 hours.
![Page 25: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/25.jpg)
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So when we know the profile of the learner,
+ the profile of the text,
+ that 95% of words must be known for minimal comprehension
…we can make some fairly reliable and very useful predictions
![Page 26: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/26.jpg)
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Using this simple multiplication formula
Learner profile• K1 - 70% x• K2 - 50% x• K3 - 40% x• K4 - 20% x
Text profile• K1 - 80% =• K2 - 10% =• K3 - 5% =• K4 - 5% = --------------
100%
Predicted % of words comprehended
• K1 - 56%• K2 - 5%• K3 - 2%• K4 - 1% ------------
64%
With <95% of words known, even just to level of passive meaning recognition, comprehension will be minimal
![Page 27: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/27.jpg)
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Have you ever seen something like this in you learners reading
materials?
![Page 28: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/28.jpg)
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Case 1: Can this learner read this text ?
CHANGE THIS: START WITH IMPOSSIBLE CASE
There are strict time limits on the detention of persons without charge. An arrested person may not be detained without charge for more than 24 hours, unless a serious arrestable offence has been committed. If a serious arrestable offence has been committed a superintendent can extend the period to 36 hours to secure or preserve evidence by continued questioning. When a serious arrestable offence has been committed and the suspect needs to be held in custody beyond the 36 hour period, the police must bring the suspect before a magistrate to extend the time limit to a maximum of 60 hours.
![Page 29: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/29.jpg)
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Yes
The learner knows all the words sampled at 1k-2k-3k
The text is 95% 1k-3k words, so he probably knows all those
The learner knows > ½ the words 4k-5kThe text is 5% of 4k-5k words
The learner will know > half of these = 3%
The learner knows 95+3=98% of words in the text
![Page 30: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/30.jpg)
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Case 2: Can this learner read this text ?
There are strict time limits on the detention of persons without charge. An arrested person may not be detained without charge for more than 24 hours, unless a serious arrestable offence has been committed. If a serious arrestable offence has been committed a superintendent can extend the period to 36 hours to secure or preserve evidence by continued questioning. When a serious arrestable offence has been committed and the suspect needs to be held in custody beyond the 36 hour period, the police must bring the suspect before a magistrate to extend the time limit to a maximum of 60 hours.
![Page 31: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/31.jpg)
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This learner will know most of the k1-k2 words (90%), but half or less k3 and up
But 10% of words in this text are k3 and up!
This learner will know about 93% of the words
![Page 32: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/32.jpg)
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Here is this text with 93% of words known
lextutor.ca/cloze/vp/
![Page 33: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/33.jpg)
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So what can this learner do with this text?
First let us nuance the 95% empirical finding
![Page 34: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/34.jpg)
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From empirical research, we know that…
With <90% of words known, comprehension is difficult/impossible
With 90-95% known, comprehension is possible with resources Dictionary, discussion, content lecturer, seminar discussion…
With >95% known, (1) independent reading is feasible
(2) between 95-98%, fluency will improve
![Page 35: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/35.jpg)
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So, again, can this learner read this text ?There are strict time limits on the detention of persons without charge. An arrested person may not be detained without charge for more than 24 hours, unless a serious arrestable offence has been committed. If a serious arrestable offence has been committed a superintendent can extend the period to 36 hours to secure or preserve evidence by continued questioning. When a serious arrestable offence has been committed and the suspect needs to be held in custody beyond the 36 hour period, the police must bring the suspect before a magistrate to extend the time limit to a maximum of 60 hours.
YES for a with-resources intensive reading task
NO for a reading examination
NO if the goal is fluency development
![Page 36: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/36.jpg)
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Case 3: Can this learner read this text ?
There are strict time limits on the detention of persons without charge. An arrested person may not be detained without charge for more than 24 hours, unless a serious arrestable offence has been committed. If a serious arrestable offence has been committed a superintendent can extend the period to 36 hours to secure or preserve evidence by continued questioning. When a serious arrestable offence has been committed and the suspect needs to be held in custody beyond the 36 hour period, the police must bring the suspect before a magistrate to extend the time limit to a maximum of 60 hours.
![Page 37: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/37.jpg)
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The learner knows 70% of K1 wordsThe text is 74% k1 words
He will know about .7 x .7= 50% of k1 words
He knows a handful after k1The text is 27% after k1
At most he has 20% of theseSo he will know .27x.2= 5.4% of 2k-5k words
So he will know < 60% of words in the text
![Page 38: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/38.jpg)
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Here is this text with 68% of words known…
lextutor.ca/cloze/vp/
![Page 39: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/39.jpg)
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What happens if you give this text to this learner?
There are strict time limits on the detention of persons without charge. An arrested person may not be detained without charge for more than 24 hours, unless a serious arrestable offence has been committed. If a serious arrestable offence has been committed a superintendent can extend the period to 36 hours to secure or preserve evidence by continued questioning. When a serious arrestable offence has been committed and the suspect needs to be held in custody beyond the 36 hour period, the police must bring the suspect before a magistrate to extend the time limit to a maximum of 60 hours.
![Page 40: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/40.jpg)
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Have you ever seen something like this in you learners readers?
This is an, um… undesigned reading experience
With what objective?
![Page 41: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/41.jpg)
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Don’t believe this works?
Test this idea with your learners
Here are 7 handy pre-profiled texts, with 95% cut-offs at different k-
levels
(pic is link)
http://www.lextutor.ca/vp/comp/samples.html
![Page 42: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/42.jpg)
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So with Testing+VP we can find level-appropriate and task-appropriate texts
Only find?
Where will we find interesting texts for beginnners?
With VP we can also create such texts
![Page 43: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/43.jpg)
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![Page 44: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/44.jpg)
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![Page 45: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/45.jpg)
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Original Edited-to-a-profile
![Page 46: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/46.jpg)
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Plus this neat little feature
![Page 47: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/47.jpg)
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Ongoing VP work
• BNC lists supplemented by BNC-Coca– Brit and US English
• Frequency joined by Greco-Latin / Anglo-Saxon indicators– A.k.a. Multi- and single syllable words
• Incorporation of Multi-word units– “a lot” should be one k-1 unit, – not one k-1 + one k-3
• Differentiation of homoforms– River bank and money bank should be two words at two k-levels
• AND FINALLY Move to Mobile
![Page 48: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/48.jpg)
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The final vocab lists we need
1,000 List 3,000 List ?something course… …… something_of_a
bank_1 …… …
of_course bank_2
![Page 50: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/50.jpg)
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General move to phrases in Lextutor
![Page 51: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/51.jpg)
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So the Future of Vocabprofiling?
Ever more sophisticated analysis, without leaving teacher behind
Cut some words in two (bank)And some words into phrases (a lot)
Allow teachers to build collective library of texts on Lextutor, by topic x and 95% k-level y
Adapt VP as Web search engine to find texts of keywords x, y, z and VP k1=x, k2=y, k3=z
with Google API
![Page 52: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/52.jpg)
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Need more?<<new
yesterday>> – Horst &
Cobb chapter on Vping in…
![Page 53: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/53.jpg)
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So we have seen some useful VP tips and tricks from Lextutor
• But is it more?• Thesis:
Text computing + language acquisition are tightly connected in 2015
ALL LEXTUTOR ROUTINES ARE INSTANCES OF ‘DATA DRIVEN LANGUAGE LEARNING’ (DD-LL)
![Page 54: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/54.jpg)
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DD-LL in the broader scheme
![Page 55: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/55.jpg)
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DD-LL in the broader scheme
![Page 56: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/56.jpg)
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DD-LL in the broader scheme
![Page 57: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/57.jpg)
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Input as data
Large supplies of ‘Comprehensible input’ in real life are not simple to come by
While waiting, ‘Comprehensible computer input’ can do some of the job + create readiness
We saw VP predict text readability
Computing can also make language comprehensible in several other ways
![Page 58: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/58.jpg)
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Concordance1. For word meaning
If you can’t infer a meaning in one context, maybe in another
http://www.lextutor.ca/hyp/1/
![Page 59: GLOCALL 2015 Globalization and Localization in Computer-Assisted Language Learning The future of Vocabprofiling Tom Cobb Université du Québec à Montréal.](https://reader035.fdocuments.net/reader035/viewer/2022070413/5697bfbd1a28abf838ca2300/html5/thumbnails/59.jpg)
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Concordance2. To expose collocations
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Concordance3. For what does not exist in a language
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Concordance4. As data-linked writing tool
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TTS To (1) slow speech down and (2) allow repetition
Generated straight from text without pre-recording
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Code-link texts to external resource Many generated by algos straight from text without recording
http://www.lextutor.ca/hyp/2/
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So if ‘comprehensible input’ is a theory of language acquisition
•Then Data-Driven Language-Learning is a theory about how to assure a reliable supply of this– Esp where NSs are in short supply
• And our best guess yet as to a principled use of the computer in language learning
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But wait! Does DD-LL ‘work’?• Ongoing meta-analysis of a wide range of
DDLL application with the great Alex Boulton
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205 recent DDL studies investigated56 studies selected for analysis
(selected for pre-post or exptl-control quantitative design)
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149 studies thrown out for…
• Small n-size• Unreported or uncalculable Std Deviations• Plagiarism of other studies/ students’ PhDs• Math errors
Leaving these in the final line-up
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Many of the 56 From GloCALL zone
Nam2010; Yoon & Jo, 2014
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A wide range of RQ’sDoes DDL help with grammar in academic writing?Does DDL help with synonym use in academic writing?Does DDL help with preposition choice in academic writing?Does DDL help with writing in academic writing?Does DDL help with word collocations in academic writing?Does DDL help with word connotations in academic writing?Does DDL help with phraseology in academic writing?Does DDL help with spelling in academic writing?Does "corpus-based collocation instruction" help with collocations?Does DDL help with lexical knowledge (definitions and translations)?Does DDL help with interpreting?Does DDL help with lexical knowledge (definitions and translations)?Does DDL help with interpreting?Does DDL help with lexical knowledge (definitions and translations)?Does DDL help with interpreting?
etc…
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Boiled down to a common measure: e.s.(= comparing means in light of overall
standard deviation)
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So, over 56 good studies,pre vs. post means,
or control vs. experimental means are
an average 1.46 Std Devs apart
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So e.s.=1.46 would be something like this(about a 15% difference with typical SDs)
Group A (Control or Pre)• 69• 69• 68• 64• 69• 87
M = 71SD = 8
Group B (Experimental or Post)• 83• 84• 85• 86• 87• 70
M = 82.5SD = 6
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e.s. = 11.5 / 7 = 1.5
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So DD-LL ‘works’ for many learning objectives
The only problem is, usually in some amazingly adapted version of concordancing
Which can be found where?Not exactly the delight of commercial app-developers
Obviously I see Lextutor as providing accessible DDL softwareThrough a sustained program of continuous development
A particular example
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The EndThank You
Questions now, or via<[email protected]>
• Tom Cobb
• Université du Québec à Montréal
• www.LEXTUTOR.ca