lost in parallel concordances ana frankenberg-garcia isla, lisbon
TRANSCRIPT
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Lost in parallel concordances
Ana Frankenberg-GarciaISLA, Lisbon
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Lost in parallel concordances
When are they useful?
How doyou use them?
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monolingual
level of difficultyof concordances
representativenessof corpus
cognitive styleof learners
parallel
availability of corpus
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Lost in parallel concordances
So when exactly are they useful?
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L1 L2
Parallel concordances in L2 learning
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Grammar-translation method
L1 L2
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Modern approaches to L2 learning
L1 poor L2 fluency Multilingual classes Native-speaker teachers Monolingual materials
L2
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• Learners use L1 schemas as templates for constructing L2 schemas Barlow (2000)
• Despite being told not to, learners often use L1 as a strategy for learning L2 Cohen (2001)
• Awareness of L1 influence upon L2 seems to help Tomasello and Herron (1988, 1989)
• Teaching Monolingual Classes Atkinson (1993) The Non-Native Teacher Medgyes (1994)
L1 revival
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Parallel concordances in L2 learning
Self-access Classroom
L1 L2
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Learners decide what to focus on Aston (2001)
• Queries initiated by learners
• Learners engaged in finding solutions to problems that are in the forefront of their minds
• Concordances likely to be meaningful, relevant and conducive to successful learning
Self-access
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What should teachers do?
• Monolingual classes• Teachers who know L1
Classroom
But when?
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But not all differences between languages are relevant to learning Wardhaugh (1970), Odlin (1989)
L1 L2 Contrastive Analysis Hypothesis
Lado (1957)
“consciousness-raising techniques may be counterproductive where the insight has already been gained at a subconscious, intuitive level.” Sharwood-Smith (1994:184)
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Classroom
No use learners being swamped with language contrasts that don’t affect and could even be detrimental to their learning
So what language contrasts might help?
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Negative transfer from L1 Italian Lott (1983)
Portuguese-English crosslinguistic influence Frankenberg-Garcia & Pina (1997)
IL L2 Contrastive Interlanguage Analysis
Granger & Tribble (1996)
But some IL problems can still be traced back to L1
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CLI and parallel concordances in L2 learning
L1 French tonic auxiliaries Roussel (1991)
L1 Norwegian shall skal Johansson & Hofland (2000)
L1 Portuguese prepositions after N, V & Adj Frankenberg-Garcia (2000)
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Classroom
•Pay attention to crosslinguistic influence •Find out which language contrasts might be worth making a particular group of learners aware of •Use parallel concordances to focus on these contrasts
Language contrast per se
Use parallel concordances to focus on IL problems that can be traced back to L1
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Lost in parallel concordances
How exactly do you use them?
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Unlike monolingual corpora...
L1
L2
ST
TT
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Very lost...
L1 L2 ?
L2 L1 ?
ST TT ?
TT ST ?
?
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L1 L2
How can I say ___ in L2?
Language production How meanings learners formulate in L1 can be expressed in L2
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L2 L1What does___ mean?
Language receptionHow meanings learners don’t understand in L2 translate into L1
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“actualmente”
Production & Reception
e.g. FALSE COGNATES
“actually”
L1 L2 L2 L1
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+ reception - production
Don’t miss the party!
OK
And don’t lose those keys.
OK *Sorry I’m late.I lost the train.
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lose
miss
perder
English Portuguese
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L2 L1?“lose”
loseperder
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L2 L1?“miss”
missperder
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L1 L2“perder”
miss
loseperder
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PRODUCTION
L1 L2 L2 L1
Different purposes in language teaching
RECEPTION
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ST TT ? TT ST ?
Lost in parallel concordances
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L1 L2 L1 English TT ST
Unidirectional parallel corporae.g. German-English INTERSECT
L1 German ST TT
Not much choice...
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L1 L2
Bi-directional parallel corporae.g. COMPARA, CEXI, part of ENPC
ST
TT
TT
ST
How do you choose?
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L1 L2ST TT TT ST
Translational Non-translational e.g. Baker (1996)
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Distribution of already in COMPARA 1.6
ST35%
TT65%
Explicitation in TT
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Against parallel corpora in L2 learning? Gellerstam (1996)
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Have you already had lunch?
Já almoçaste?
Exposing L2 learners to translational language
can be problematic
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Should I be looking at
translational L2? How can I take advantage
of the translational & non-translational
language distinction?
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L1 L2ST TT
TT ST
Sheltering learners from translational L2
e.g. elements with significantly different ST-TT distributions
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L1 L2ST TT
TT ST
Exposing learners to translational L2
e.g. culturally-bound concepts difficult to express in L2
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Drawing attention to basic linguistic contrasts
L1 L2ST TT
TT STe.g. prepositions after N, V and Adj
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L1, L2, ST and TT
Production L1L2
Reception L2L1
TTST shelter STTT
STTT expose
ST+TT TT+ST ST+TT TT+ST
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Queries that focus on basic language contrasts
Unidirectional & bi-directional
parallel corpora OK in both directions
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Queries affected by translational/non-translational
language distinction
Unidirectional parallel corpora
only in one direction
Bi-directional corpora OK in
both directions (but use right part
of the corpus)