From Language Analysis to Language Simplification with AntConc and AntWordProfiler :00 11:45 9:30 Dr. Laurence Anthony 50 1,

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1 From Language Analysis to Language Simplification with AntConc and AntWordProfiler :0011:459:30 Dr. Laurence Anthony 50 1, : : :4014:10 Involvement detachment 14:1514:45 14:5015:20 there+be :4014:10 NICE 14:1514:45 NICE 14:5015:20 LDOCE3 15:2015:40 15:4017: ESP 1 ESP PERC 2 ESP ESP Web resources 18:1020:00 4,000 (Japan Association for English Corpus Studies) TEL: yamazaki@ic.daito.ac.jp URL: 5,000 3,000 1,000

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3 32 From Language Analysis to Language Simplification with AntConc and AntWordProfiler :0011:459:30 Dr. Laurence Anthony 50 1, : : :4014:10 Involvement detachment 14:1514:45 14:5015:20 there+be :4014:10 NICE 14:1514:45 NICE 14:5015:20 LDOCE3 15:2015:40 15:4017: ESP 1 ESP PERC 2 ESP ESP Web resources 18:1020:00 4,000

4 From Language Analysis to Language Simplification with AntConc and AntWordProfiler Laurence Anthony Since the 1960s, corpus linguistics tools have been used to identify the fundamental building blocks of languages through the analysis of authentic or natural language usage. Indeed, many experts include the term authentic or natural language as part of the definition of corpus linguistics itself. However, in recent years, the scope of corpus linguistics has broadened to include studies of inauthentic language use that nevertheless offer insights into new language teaching approaches. For example, recent studies on learner and textbook language have revealed aspects of languages that are particularly difficult for learners, and also suggested more effective ways to sequence teaching points in classroom materials. Following a similar trend, vocabulary studies have also moved beyond more theoretical aspects of vocabulary acquisition and the representation of vocabulary in the mind to now include those that focus on practical approaches to vocabulary teaching and learning in the classroom. Interestingly, many of these new approaches have been informed by corpus-based studies. Also, there is now strong evidence showing that classroom materials with a controlled or simplified vocabulary range can be highly effective. Again, the research on vocabulary has demonstrated that corpus linguistics and inauthentic language use are not mutually independent. In this workshop, I will first demonstrate how traditional corpus techniques can be used to inform teachers and learners about language usage, and how this knowledge can be applied in an ESP classroom setting. I will then show how the results of corpus studies can be used to create new ESP language teaching materials with a carefully controlled vocabulary range that meets the needs of learners. For the first part of the workshop I will use a powerful but user-friendly corpus analysis program developed by the presenter called AntConc. For the second part of the workshop, I will introduce a new tool called AntWordProfiler that works smoothly with AntConc and is also intuitive and easy to use. Both tools have been used extensively in the creation of a very large scale ESP program in the Faculty of Science and Engineering, Waseda University, Japan. They are both freeware, multiplatform programs that can be downloaded from the presenter s website. Involvement detachment 4 Times, Guardian, Independent, Daily Telegraph R Cf. 2004(L1/R1) G Excel G

5 Times/Guardian Independent/Daily Telegraph Independent Daily Telegraph we (R1) should/must G Times/Guardian must we (R1)need we R1 G Independent (Independent , Daily Telegraph , Guardian , Times )we Daily Telegraph Daily Telegraph you if when G if/when you (Cf. Chafe, 1982) (Petch-Tyson, 1998) (Hyland, 2005; Kuo, 1998; Tang & John, 1999) 1 (Granger, 1998; Liao and Fukuya, 2004)(particle) Moon (1997) Phrasal verbs are often presented as arbitrary combinations which cannot be analysed and rationalised. British National Corpus(BNC) carry out pick up phrasal verb look at prepositional verb get away with phrasal-prepositional verb BNC N-gram Phrases in English POS Tag(CLAWS) bigram/trigram Longman Dictionary of Phrasal Verbs Biber et al.(1999) go get make work

6 there+be (there+be+np) there s NP Quirk et al. 1985: 1405; Crawford 2005Svartvik and Leech 2006: 196 Breivik and Martínez-Insua(2008) there there + be be there s unanalyzed chunk there be OED definite NP there s OED 1584 thers 1562 there is, there are, there was, there were there s there is there was there s OED there s there was Biber(1988) interaction vs. information-focused 26.8% narrative/dynamic vs. expository/static 8.1% there s, there was NICE NICE(Nagoya Interlanguage Corpus of English)adjective intensification: pretty good, hardly surprising Quirk, Greenbaum, Leech & Svartvik1985Intensifiers2 Amplifiers, Downtoners; 6 Maximizers, Boosters, Approximators, Compromisers, Diminishers, Minimizers 2 1) 2) NICE-NNS TOEIC Low550, Middle600800, High Low 5,199 Middle 7,995 High 9,097 NICE-NS 20 12,179 10,000

7 Boosters Boosters Minimizers Boosters Compromisers Maximizers Boosters Minimizers CompromisersApproximators Maximizers Ellis2002 Low Middle High 2008 NICE Aarts & Granger(1998)Tono(1999)Kimura(2004)(2006) NICE207 7 NICE 3-gram (2007) in/of the NICE gram

8 LDOCE3 LDOCE2(1987: F12-F13)G. Leech J. Thomas (Yang, 2007 ) LDOCE3 (discourse markers)ldoce3 Schiffrin, 1987; Stenström, 1994; Aijmer, 2002 LDOCE3 I mean LDOCE3 (1a)(1b) (1) a. used when explaining or giving an example of something, or when pausing to think about what you are going to say next b. He s really very rude I mean he never even says Good Morning. I mean LDOCE3 LDOCE3 used... 3,900 ESP English for Specific Purposes(ESP) ESP

9 ESP ESP ESPESPESPESP PERC(Professional English Research Consortium)ESP 2ESPESP3 ESP 1 ESP PERC ESP ESP PERC PERC ESP ESP ESP AWL ESP ESP

10 Web resources World Wide Web Web sources Podcast ESP multiword bundles genre genre spoken, written, informal, technical degrees of technicality genre moves non-native speaker sample texts Observe, Classify, Hypothesize, Apply(OCHA) reading writing skills (The Japanese-English Corpus of Presentations in Science and Engineering, JECPRESE) ,000

2008 9 1 175-8571 1-9-1 TEL: 03-5399-7372 FAX: 03-5399-7373 E-mail:

13 TEL: FAX: yamazaki@ic.daito.ac.jp URL:

NINJAL Project Review Vol.3 No.3

NINJAL Project Review Vol.3 No.3 pp.107 116 March 2013 Learners Spoken Corpus of Japanese and Developmental Sequence of Verbs SAKODA Kumiko 1 C-JAS 2 2.1 1 1 8 13 3 OPI Oral Proficiency Interview 9 10