1. WiMi Pedagogic Corpora – exploiting real language for authenticated learning Kurt Kohn Chair of Applied English Linguistics University of Tübingen Germany kurt.kohn@uni-tuebingen.de www.ael.uni-tuebingen.de www.sprachlernmedien.de Comenius Network Project „Wide Minds“ WP 5: Developing multilingualism through digital content Elblag Crew Meeting, 16-18 Nov 2008

2. a brief personal history of CALL development principles of language learning and pedagogic practice pedagogic corpora: from ELISA to SACODEYL and BACKBONE Sacodeyl pedagogic corpus tools pedagogic embedding via Moodle pedagogic evaluation – first insights My topics

3. Telos Language Partner: multimedia language learning & authoring: TELOS (1996-98), VideoLingua (1998-01), LinguaWeb (1999-01) Multimedia & web-based content development: ILEGEFOS (01-03), DEUMA (01-04), LogosGaias (2001-04) Content development and blended language learning with Moodle as the pedagogic control center: CIP (04-07), EnTecNet (04-07), CADOS (07-09) Intercultural competence, assessment & learning: INCA (01-04), IC-Europe (2008-10) Corpus-based language learning: ELISA, SACODEYL (05-08), Backbone (09-11) Teacher development & support: TALL (1998-01), EcoMedia (2005-08), Wide Minds (2008-11)  Chair of Applied English Linguistics, University of Tübingen: www.ael.uni-tuebingen.de  Steinbeis Transfer Center Language Learning Media: www.sprachlernmedien.de A brief personal history of CALL development

4. Orientation and yardstick: communicative & constructivist principles of language learning and teaching  autonomy, authentication, collaboration Blended language learning  good old wine in new bottles  implications for CALL practice: need for normalization  possibilities & challenges for teacher autonomy o open and positive attitudes o technological, pedagogic and linguistic competences o flexible work conditions Moodle as the pedagogic control centre Principles of language learning and pedagogic practice

5. ELISA: interviews with American, British, Irish and Australian speakers of English from different walks of life (www.uni-tuebingen.de/elisa) SACODEYL: interviews with British, French, German, Italian, Lithuanian, Rumanian and Spanish pupils between 13 and 18 (www.um.es/sacodeyl); interview topics include home & family, present & past living routines, hobbies & interests, holidays, school & education, job experiences, plans for the future and open discussion topics BACKBONE: interviews, presentations & conversations representing pedagogically neglected languages & varieties: Polish & Turkish, regional & socio-cultural varieties of German, French, Spanish & English as well as European varieties of English as a lingua franca; pedagogical enrichment for CLIL settings in secondary, higher & vocational edu Pedagogic adaptation :  Video-recordings; orthographic transcripts organized in (thematic) sections  Section-based pedagogic annotation regarding e.g. topic, gram., lexis, register, CEF  Pedagogically relevant enrichment resources, e.g. oaudio/video files and ready-made Telos learning packages oinstructions for explorative & communicative BLL activities (Moodle/classroom) Pedagogic corpora: from ELISA to SACODEYL and BACKBONE

6. Emphasis is on corpus tools that support a “do-it-yourself” approach A transcriptor (desktop) for producing orthographic transcripts (.txt) with sections and metadata (e.g. id, speaker, video name) An annotator (desktop) for producing annotated & enriched XML files  teachers can define their own annotation categories  annotation categories are linked to sections in a drag & drop fashion  enrichment resources are attached to sections via “resource sheets” containing web links to video files and learning materials A web-based virtual resource pool for managing resource addresses and resource sheets A browse & search web interface with a flexible combination of options  browsing the entire corpus and running concordance analyses searching for words, word combinations and co-occurrences in different search spans from sentence to section to interview  searching for sections according to thematic, linguistic a/o CEF features  displaying links to available enrichment resources (via resource sheets) Sacodeyl pedagogic corpus tools

7. Telos language practice focusing on e.g. describing your home and family or talking about your holidays web search for background information (e.g. Wikipedia) corpus search and exploration (in class or at home) questions and discussions in a forum and/or in class learning diary (journal) collaborative writing (wiki) written assignment Pedagogic embedding via Moodle  blended language learning  teacher autonomy

8. context  German secondary school, first year of French (3rd language), CEF: A1/A2, 22 pupils, 14-15 years old, topics: introducing oneself, describing one’s room, duration: 3 x 90 minutes  Likert scale assessment: 1 (‘low’) – 5 (‘high’) attitudes towards e-learning  teacher: open & supportive but not confident  only background role  pupils: computer literate, positive assessment (> 4) but easily distracted user friendliness  pupils found the tools user-friendly and easy to handle (initially technical problems) motivation potential of learning contents & activities  Sacodeyl search tool – video interviews – learning modules learning potential of learning contents & activities  self-assessment overall – listening to video interviews – doing learning modules  on average, the motivation & learning potential is between 3 and 4 points  video viewing lower than working with learning modules  guided autonomy Pedagogic evaluation – first insights

9.  Hoffstaedter, P. & Kohn, K. (2009), Real Language and Relevant Language Learning Activities: Insights from the SACODEYL Project. In: A. Kirchhofer & J. Schwarzkopf (eds.) (2009), The Workings of the Anglosphere. Contributions to the Study of British and US-American Cultures. Trier: Wissenschaftlicher Verlag Trier.  Kohn, K. (2009), Computer assisted foreign language learning. In: K. Knapp & B. Seidlhofer (eds.), Foreign Language Communication and Learning. Handbooks of Applied Linguistics, vol. 6. Mouton de Gruyter.  Kohn, K. (2008), “Telos Language Partner: ‘Do it yourself’ authoring for content-based language learning”. In: A. Gimeno (ed.) (2008). Computer Assisted Language Learning: Authoring Tools for Web-Based CALL. Valencia: Universidad Politécnica de Valencia  Braun, S., Kohn, K. & Mukherjee, J. (eds.) (2006), Corpus Technology and Language Pedagogy: New Resources, New Tools, New Methods. Frankfurt am Main: Peter Lang.  Widmann, J., Kohn, K. & Ziai, R. (2008), “The SACODEYL search tool: exploiting corpora for language learning purposes”. TALC Proceedings 2008. References

10. thank you for your attention

11. Telos architecture

12. Telos task formats

13. moodle connection

14. Sacodeyl annotation

15. Sacodeyl corpus search

16. Sacodeyl virtual resource pool