Pascual Pérez-Paredes research

Algunos recursos divulgativos sobre lingüística de corpus

2010-03-01T02:28:00.002+01:00

Fundamentos de LC

fundamentos de la lingüística de corpus

LC y procesado de lenguaje natural

PLN - Anotación automática de textos

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New Insights into the Study of Conversation

2009-12-05T19:24:00.002+01:00

International Symposium: New Insights into the Study of Conversation. Applications to the Language Classroom.

Website

What can you find here?

2009-11-25T11:30:00.000+01:00

The International Corpus of Crosslinguistic Interlanguage (ICCI)

2009-11-24T20:46:00.004+01:00

The International Corpus of Crosslinguistic Interlanguage (ICCI)

The project of International Corpus of Crosslinguistic Interlanguage (ICCI) is an international joint project of learner corpus initiated by Dr. Yukio Tono from Tokyo University of Foreign Studies(TUFS), Japan, in 2007 and started in 2008. Its aim is to compile corpora of young learners of English across different proficiency levels and L1 backgrounds in the world. There are currently 10 scholars from 8 countries/regions (Hong Kong, Germany, Israel, Japan, Poland, Singapore, Spain, and Taiwan) actively contributed to this project.

Query site

Language corpora and the language classroom

2009-11-05T05:25:00.002+01:00

ENG 420C: Seminar in Language (Corpus Linguistics)
TuTh 11:10AM - 12:25PM (LA 207/227)
Department of English - NAU
Flagstaff, AZ

Language corpora and the language classroom.

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Interesting conferences

2009-09-15T15:58:00.010+02:00

CALICO 2010 Conference

Abstract submission deadline: OCT 31, 2009

AESLA 2010, Universidad de Vigo

Proposal submission deadline: November 20, 2009

31st ICAME conference: Corpus Linguistics and Variation in English.

Giessen, Germany, from 26th-30th May 2010

Abstract submission deadline: DEC 1, 009

Corpus Linguistics Applications in FLT

2009-09-08T16:35:00.001+02:00

Applications of CL to FLT

View more presentations from Pascual Pérez-Paredes.

Sacodeyl Birmingham 2007

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Biopic

2009-09-03T19:34:00.002+02:00

After a research stay in the University of Texas at Austin, Pascual Pérez-Paredes completed his PhD in Applied Linguistics in 1999. He currently teaches CALL, Legal English and Applied Linguistics. He is also an Official Translator.

His main interests are quantitative research of register variation, the compilation and use of language corpora and the implementation of Information and Communication Technologies in Foreign Language Teaching/Learning. He is a member of the Research Group Lingüística Aplicada Computacional, Enseñanza de Lenguas y Lexicografía (LACELL).

Pascual Pérez-Paredes has been project coordinator of a MINERVA initiative funded by the European Commission: SACODEYL(http://www.um.es/sacodeyl) and at the moment coordinates Corpora for Content & Language Integrated Learning [BACKBONE], a LLP K2 Transversal programme. He is also involved in corpus-based international projects such as LINDSEI (UCL) and ICCI (TUFS).

Some of his most recent publications include Developing annotation solutions for online Data Driven Learning, ReCALL Journal, or the co-edition of Software-aided analysis of language, with Mike Scott and Purificación Sánchez. During the 2009-2010 academic year, he is completing a research stay at the English Department in Northern Arizona University.

Backbone Meeting 25-28 June 2009

2009-05-19T13:17:00.006+02:00

Backbone Annotation

Remembering the basics: where we come from.

(1) We want our corpora to be searchable:

How to use SACODEYL

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Transcription: the SACODEYL way

SACODEYL Transcriptor

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Annotation: the SACODEYL heritage

SACODEYL Annotator

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Annotation Backbone Corpora

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Codec MPEG 4

Corpora for Content & Language Integrated Learning

2009-04-28T10:59:00.005+02:00

Corpora for Content & Language Integrated Learning [BACKBONE]
143502-LLP-1-2008-1-DE-KA2-KA2MP

Backbone, a European Lifelong Learning project (Transversal Programme, Languages), is coordinated by the Chair of Applied English Linguistics at the University of Tübingen and involves 8 partners from 7 European countries: France, Germany, Ireland, Poland, Spain, Turkey and UK.

The project addresses language learning needs with regard to pedagogically neglected languages including lesser taught languages, regional & socio-cultural varieties of more frequently taught languages, and non-native speaker varieties of lingua franca languages. It proposes a pedagogically motivated corpus approach that enables teachers to collect and pedagogically exploit spoken discourse resources. Based on the communicative principles of learner and teacher autonomy, authenticated learning and collaboration, the Backbone approach combines corpus resources for linguistically and thematically specialised CLIL purposes with e-learning-enhanced language practice and communicative interaction in blended language learning courses.

Backbone develops pedagogically motivated tools for corpus management, annotation, enrichment and search. 7 language subcorpora of interviews, presentations and conversations are compiled and enriched with learning materials: Polish and Turkish, regional & socio-cultural varieties of German, French, Spanish and English as well as European varieties of English as a lingua franca. Pedagogic piloting is carried out in CLIL settings in secondary, higher and vocational education.

Based on the Minerva project SACODEYL, Backbone will develop pedagogic corpus tools including distributed XML file management, multi-tier annotation, pedagogic enrichment and a web-based pedagogic search interface. 7 corpora of interviews, presentations and conversations representing pedagogically neglected languages and varieties will be compiled: Polish and Turkish, regional & socio-cultural varieties of German, French, Spanish and English as well as European varieties of English as a lingua franca. Themes and subjects will be determined through a needs analysis of language teaching settings in secondary, higher and vocational education. The corpora will be pedagogically enriched with learning materials and piloted in 24 language courses of different CLIL orientation.

To ensure validation, a final European dissemination workshop will be combined with a online exploitation service and exploitation events in 6 countries.

Beca UMU

Moodle portal

Partners

Backbone: Corpora for Content and Language Integrated Learning

2009-03-18T09:41:00.003+01:00

Backbone online

IJES Software-aided analysis of language now online

2009-03-16T09:55:00.000+01:00

Journal cover:

Authors and contents:

This can be accessed online here.

For moreinformation on the IJES please visit http://www.um.es/publicaciones/revistas/ficha.php?id=211

Researching CMC and language

2009-03-12T18:32:00.004+01:00

Language@Internet Journal (Link)
Journal of Computer Mediated Communication (Link)

http://monografia-wiki.wikispaces.com/

SACODEYL

2008-11-25T12:52:00.000+01:00

Investigación y evaluación de la actividad investigadora

2008-11-24T18:07:00.006+01:00

Investigación y evaluación de la actividad investigadora

Actividad investigadora. Evaluación.— Resolución de 18 de noviembre de 2009, de la Presidencia de la Comisión Nacional Evaluadora de la Actividad Investigadora, por la que se establecen los criterios específicos en cada uno de los campos de evaluación.

Resolución de 11 de noviembre de 2008, de la Presidencia de la Comisión Nacional Evaluadora de la Actividad Investigadora, por la que se establecen los criterios específicos en cada uno de los campos de evaluación.

Actividad investigadora. Plazo solicitud Resolución de 12 de noviembre de 2008, de la Secretaría de Estado de Universidades, por la que se fija el procedimiento y plazo de presentación de solicitudes de evaluación de la actividad investigadora a la Comisión Nacional Evaluadora de la Actividad Investigadora.

En el campo de la lingüística, encontramos lo siguiente (BOE núm. 282 Sábado 22 noviembre 2008):

Campo 11. Filosofía, Filología y Lingüística

1. Todas las aportaciones deberán ser clasificables como ordinarias según la Orden de 2 de diciembre de 1994, BOE del 3, salvo casos excepcionales. Las aportaciones serán valorables si representan algún tipo de avance del conocimiento o una innovación de carácter metodológico, y se dará preferencia a los estudios analíticos y comparados frente a los puramente descriptivos. No se considerarán las aportaciones que sean reiteraciones de trabajos previos con los que resulten redundantes conceptual y temáticamente, salvo si contienen elementos innovadores.

2. Salvo que estuviera plenamente justificado por la complejidad del tema y la extensión del trabajo, un elevado número de autores puede reducir la calificación asignada a una aportación.

3. La inclusión de las revistas en bases de datos internacionales como el «Arts and Humanities Citation Index», «Social Science Citation Index», Index Islamicus o su clasificación alta en los listados del «European Reference Index for the Humanities» (ERIH) de la ESF se considerará

como una referencia de calidad. Podrán considerarse también los artículos publicados en revistas listadas en otras bases de datos nacionales o internacionales, (por ejemplo, INRECS, LATINDEX, SCOPUS, DICE-CINDOC, etc.) siempre que, a juicio del comité asesor, cuenten con una calidad científica similar a las incluidas en los índices mencionados y que satisfagan los criterios que se especifican en el apéndice I.

En la evaluación de los libros y capítulos de libros, se tendrán en cuenta el número de citas recibidas, el prestigio de la editorial, los editores, la colección en la que se publica la obra, las reseñas en las revistas científicas especializadas, las traducciones a otras lenguas, y su inclusión

en bibliografías independientes del autor y su entorno. Deberán reflejar claramente que son fruto de la investigación o de la reflexión documentada. Se considerarán especialmente relevantes aquellos que no estén publicados por la misma institución en la que trabaja el investigador,

salvo que ésta satisfaga los criterios especificados en el apéndice I. No serán consideradas como nuevas aportaciones las traducciones de la propia obra a otras lenguas. Se evaluarán como investigación las ediciones críticas, es decir las que presentan un estudio razonado de la fijación del texto, con la correspondiente mención de las fuentes y variantes textuales. Por el contrario, las simples revisiones de textos para su publicación no merecerán esta consideración,

salvo que estén precedidas de prólogos o estudios preliminares o acompañadas de anotaciones que sean fruto de una investigación personal y hagan una aportación valorable a su campo temático. También se estimará el comisariado de exposiciones en cuyos catálogos

se aporten novedades relevantes de investigación con repercusión en los medios especializados nacionales e internacionales.

Aplicando lo anterior, no se tomarán en consideración:

a) los libros de texto,

b) las obras de divulgación,

c) artículos de opinión, antologías o diccionarios comunes,

c) las actas de congresos, que no respondan a criterios de calidad equiparables a los exigidos para las revistas científicas.

4. Como norma general, para obtener una evaluación positiva, las cinco aportaciones del currículum vitae abreviado deberán cumplir lo descrito en los puntos anteriores.

5. Con carácter orientador se considera que para obtener una evaluación positiva, en las áreas de Filosofía, Filología y Lingüística, al menos una de las aportaciones debe ser un libro monográfico de investigación que cuente con difusión y referencia internacionales y cumpla los requisitos que se indican en el punto 3; o bien que dos de las aportaciones sean artículos publicados en revistas de rango internacional que cumplan los criterios indicados en el apéndice I; o bien que una de las

aportaciones sea un artículo en una revista internacional o en las actas de un congreso que satisfaga los criterios indicados en el apéndice I y la otra un capítulo de libro, en un volumen que cumpla los requisitos indicados para éstos.

LingPipe

2008-11-21T07:08:00.001+01:00

LingPipe is a suite of Java libraries for the linguistic analysis of human language.

Feature Overview

LingPipe's information extraction and data mining tools:
track mentions of entities (e.g. people or proteins);
link entity mentions to database entries;
uncover relations between entities and actions;
classify text passages by language, character encoding, genre, topic, or sentiment;
correct spelling with respect to a text collection;
cluster documents by implicit topic and discover significant trends over time; and
provide part-of-speech tagging and phrase chunking.

Architecture

LingPipe's architecture is designed to be efficient, scalable, reusable, and robust. Highlights include:
Java API with source code and unit tests;
multi-lingual, multi-domain, multi-genre models;
training with new data for new tasks;
n-best output with statistical confidence estimates;
online training (learn-a-little, tag-a-little);
thread-safe models and decoders for concurrent-read exclusive-write (CREW) synchronization; and
character encoding-sensitive I/O

Writing as a process and as a product in Computer-mediated Communication (CMC)

2008-07-17T11:54:00.007+02:00

La escritura como proceso y como producto final en Computer-mediated Communication (CMC): aspectos lingüísticos, pragmáticos e interculturales

This two-year project has been recently funded by the University of Jaén (Spain) after undergoing external revision by a Spanish external evaluation agency. The main objective of this interdisciplinary project is to analyse from an interdisciplinary point of view (linguistic, pragmatic and intercultural) the written production by Spanish learners of English at University level taking a BA in English + Tourism when describing a piece of art in the foreign language in a tourist brochure format.

We are interested in considering both writing as a process and as a product in a collaborative environment with native speakers of the foreign language, since we want to examine the role played by peer correction. The final aim of this project is to design and pilot materials that may help the students in our degree to improve their writing skill and familiarize them with the most important aspects of the tourist brochure as a genre.

Interested?

We would like to contact an English-speaking university which offers a BA degree with courses on Spanish and Tourism, so that the L1 English and L1 Spanish students share the interest for tourism and can describe a piece of art of their liking.

The tasks that your students will be required to do in autumn this year are as follows:

a) contact one of our Spanish university students (third-year students) by email so that the Spanish and the English /American students get in touch
b) use a collaborative-learning environment to help his/her peer to write his/her description in English on a piece of art by in a collaborative way by means of a platform which will be developed for such a purpose. We expect students to exchange feedback on various occasions until they reach a final version of the description
c) provide feedback on the errors found in the production by his/her Spanish peer.

If your students are interested or if you think this is a good opportunity for them to meet a Spanish student and get feedback from him / her in a friendly environment, your students are also encouraged to benefit from this experience and to do this writing task in their foreign/second language, i.e. Spanish. Consequently, they will also use the communicative-learning environment to write a description of a piece of art in their foreign/second language and receive feedback from so that his/her peer in an attempt to improve his/her competence in the foreign or second language.

Further information and contact:
Maria Belen Diez-Bedmar
Departamento de Filologia Inglesa
Universidad de Jaen
Paraje las Lagunillas
Edificio D-2
23071 Jaen
España
Tel: 953211818
http://www.ujaen.es/dep/filing/web_departamento/proferores/diez_belen.htm

NEW TRENDS IN CORPUS LINGUISTICS FOR LANGUAGE TEACHING AND TRANSLATION STUDIES

2008-07-14T12:36:00.003+02:00

Flyer:

INTERNATIONAL SEMINAR NEW TRENDS IN CORPUS LINGUISTICS FOR LANGUAGE TEACHING AND TRANSLATION STUDIES. IN HONOUR OF JOHN SINCLAIR.

TALC 2008 Workshop 1: Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora

2008-06-30T17:21:00.006+02:00

Annotating pedagogy: implementing language teaching and learning-oriented annotation on corpora

| View | Upload your own

TALC 2008 Workshop site

Education, Audiovisual and Culture Executive Agency (EACEA)

2008-06-29T10:59:00.000+02:00

What do annotators annotate? An analysis of language teachers’ corpus pedagogical annotation

2008-05-25T17:14:00.008+02:00

What do annotators annotate?
An analysis of language teachers’ corpus pedagogical annotation.

Presented at the 8th international Teaching and Language Corpora conference, Lisbon

The paper presented at TALC 2008 includes different annexes that for lack of space cannot possibly be published along with the text. Here you can access them:

1. Introduction to the rationale behind corpus linguistics, the role of annotation in corpus linguistics and the relevance of annotation in the context of pedagogically-relevant corpora.

2. A video tutorial of SACODEYL Annotator.

3. Transcript of the text annotated by informants.

| View | Upload your own

Abstract

The System Aided Compilation and Open Distribution of European Youth Language (SACODEYL) EU initiative attempts to bring corpus-based materials and language learning experiences into the spotlight by implementing pedagogical annotation on multimedia, multilingual corpora of young Europeans aged between 13 and 18 years. In order to explore the potential use of pedagogical annotation by FLT professionals outside the SACODEYL consortium, we have conducted two case studies on the annotation of an interview which integrates the English corpus of SACODEYL.
One of the most neglected areas of research in corpus-based language teaching is the pedagogical annotation of corpora, .The studies that deal with this emerging area are scarce, dealing mainly with theoretical aspects (Braun 2005, 2006, 2007) and practical implementation issues (Pérez-Paredes and Alcaraz 2007). The pedagogical annotation of corpora varies significantly from the traditional linguistic focus on POS tagging, which, in turn, has dominated the TALC community debate. The latter is more concerned with the linguistic interpretation of data in the light of sampling, representativeness and expert appreciation of segmented discourse in context (Braun, Berglund and Pérez-Paredes 2007). In FLT contexts, however, pedagogic annotation may well serve a role of mediation between learners and corpus-based materials.

The two case studies we report involved professionals of different background and training experience. Both were exposed to a 90-minute training session which included (1) a short introduction to the role of annotation in corpus linguistics; (2) a tutorial of the annotation tool used for the annotation of SACODEYL corpora and, finally, (3) the underlying reasons why pedagogic annotation may be of interest in the context of FLT. Before the annotation task, the teachers watched the interview and were given a transcript of the interview. After that, they were prompted to annotate an interview which integrates the English component of SACODEYL for 90 minutes.
Our research discusses quantitative as well as qualitative data that emerges from the annotations analyzed. The former include an analysis of different levels of annotation relevant in pedagogical corpus annotation (corpus, text and section levels) and different measures concerning the categories and keywords annotated. The qualitative information we have considered incorporates background data of the annotators as well as insights into the mediation role underlying the annotating task of the teachers in the study. Despite the explorative scope of our study, the results show that, while retaining significant differences in terms of the annotation items targeted, the annotations share a common understanding of the role and scope of pedagogic annotation in language teaching. These results reveal that pedagogical annotation may become an important tool in a situation where teachers organize language learning experiences around the use of ad-hoc, teacher-led corpus-based materials that focus on the specific needs of learners, as opposed to situations which make use of either raw texts, where no annotation is available, or POS tagged corpora. The authors suggest that further research will be necessary to establish more solid links between pedagogical annotation and needs-driven selection of corpus-based materials in the language classroom.

CAOS-E products

2008-04-29T06:03:00.004+02:00

Corpora

Corpus 1: Spanish learners of English at UMU (n=59) Fully transcribed and tagged at Northern Arizona by Douglas Biber.

Corpus 2: English university students at Manchester Metropolitan (n= 25) Fully transcribed and tagged at Northern Arizona by Douglas Biber.

Conferences and training

2008-04-28T16:01:00.002+02:00

Pérez-Paredes, P., Sánchez, P., Aguado, P. yCriado, R Aportacionesrecientes al estudio de la oralidad. EnProceedings of the 5tinternational AELFE Conference, Zaragoza:Universidad de Zaragoza.

La¿dimensión oral¿ en un corpus de aprendices de una lengua extranjera¿. Ponenciapor invitación en el XXIXCurso de Lingüística Textual: Textos Abiertos. Dpto. de Lengua Española yLingüística General. 13 de marzo de 2006. Universidad de Murcia.

Multimedia corpora for applied linguistic contexts. With Sabine Braun and Ylva Berglund. Fourth Corpus Linguistics Conference, University of Birmingham, 27-30 July 2007.

Sánchez Hernández,P. & Criado Sánchez, R. (2007) Involved versusInformational ProductionDimension in a Spoken Corpus of SpanishLearners of English forAcademic Purposes . 6thInternational AELFE Conference, Lisbon, Sept. 2007.

Pérez-Paredes, P. (2008) A multidimensional analysis of spoken learnerlanguage: The LINDSEI register. Spoken Learner Corpus Colloquium ,Centre for English Corpus Linguistics, University of Louvain , Belgium , 24-25 January,2008

CRAT - A research tool for multidimensional studies

2008-04-28T12:30:00.004+02:00

CRAT es una herramienta que permite realizar búsquedas de forma fácil e intuitiva dentro de corpus lingüísticos anotados. Una característica que la diferencia de las demás es la posibilidad de realizar búsquedas atendiendo a criterios de diferentes naturalezas o dimensiones. Además, la mezcla de estos criterios desemboca en la creación de ordenes de búsquedas de información multidimensionales (Biber 1988). En cuanto a la dimensionalidad, decir que no solo permite el estado más básico de búsqueda de información atendiendo a las formas o lemas de las palabras sino que además proporciona mecanismos para realizar búsquedas de índole morfo-sintáctico así como búsquedas en dimensión que proporcionan mucho más nivel de semántica en los resultados, como son las de las categorías o dimensiones proporcionadas por Biber (1988,2003).

Otro elemento diferenciador de la herramienta atiende a la posibilidad de combinar esta multi-dimensionalidad de las búsquedas con mecanismos para seleccionar las partes del corpus sobre las que se desean realizar las búsquedas atendiendo a parámetros muy ricos semánticamente hablando. Esta característica convierte a la herramienta un elemento de guiado y selección de la información que permite realizar exploración dentro del texto atendiendo a factores no esta directamente presente en el texto. i.e. se pueden seleccionar fragmentos de corpus atendiendo a la meta-información disponible del productor del fragmento como nº de año en el extranjero, idioma, nivel de estudios, L1, etc.

Por último, el elemento unificado de esta posibilidad exploratoria con la multi-dimensionalidad de las búsquedas es la obtención tanto de los resultado de forma amigable como de la información estadística que permite hacer comparaciones atendiendo a estimadores estadísticos desde dos perspectiva: tanto las comparaciones inter-dimensionales como intra-dimensionales. Además la posibilidad de navegar por la información resultante para establecer relaciones que a simple vista no se podrían descubrir es otra virtud de esta herramienta.

Descarga el manual de uso aquí / Download User's manual here

CAOS-E Publicaciones

2008-04-28T11:44:00.001+02:00

Pérez-Paredes, P., Sánchez, P., Aguado, P. y Criado, R. El ámbito de la oralidad en la investigación lingüística anglosajona reciente. RESLA, 19, 163-177.

Pérez-Paredes, P., Sánchez, P., Aguado, P. y Criado, R Aportaciones recientes al estudio de la oralidad. En Proceedings of the 5t international AELFE Conference, (pp.103-8). Pérez-Llantada, M.C., Plo, R. y Neumann, C. (eds.), Zaragoza: Universidad de Zaragoza. ISBN 84-7733-846-9

Sánchez Hernández, P. & Criado Sánchez, R. Involved versus Informational Production Dimension in a Spoken Corpus of Spanish Learners of English for Academic Purposes . En M. Kuteeva & H. F. Martins (Eds.). Teaching and Learning LSP: Blurring Boundaries. Proceedings of the 6th International AELFE Conference. ISBN: 978-972-98646-1-2

En preparación:

Analysing learner language: applying Multidimensional Analysis to oral production

Applications of Multidimensional Analysis of learner language in ELT

Adverbial hedges in university students' oral performance: a cross-language Multidimensional Analysis study