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02-10-2010
1
Text corpora and web services for automated content genera6on
Rintse van der Werf Edia – Educa6on Technology, www.edia.nl/en
Ton Koenraad www.koenraad.info Utrecht University of Applied Sciences, TELLConsult
Overview
• CLIL issues and technology • Adap6ve soJware
– Using text corpora – Adap6ve content genera6on
• The smart newsreader soJware
• Towards CLIL applica6ons
A quick scan of issues, concerns & needs in CLIL
• Windows on CLIL (20 country profiles, Maljers et al., 2007)
• The Interna6onal CLIL Research Journal (ICRJ) • Criteria for CLIL Learning Materials
((de Graaf et al., 2009; Mehisto, forthcoming)
• Introducing the CLIL-‐Pyramid (Meyer, forthcoming)
• Vienna CLIL Teacher Ed. Master theses • Google searches
CLIL in EU context: some findings
• Diversity: target groups, aims, programmes, .. • Growth (numbers, sectors)
• Need for customised materials • Emergent CLIL methodology: scaffolded, but autonomous,
student-‐centred learning (March et al., 2007)
• More learning skills development needed • Teacher availability + CLIL competences
• Inadequate produc6ve skills: wri6ng (Vollmer, 2008)
• Increased use of Internet based resources • Limited publica6ons on prac6ce & research of ICT-‐use
Documented ICT use in CLIL
• Generic tools for materials development
• Addi6onal resources : YouTube, websites, podcasts, wiki, blog • Tools for scaffolding webbased input:
TEXTblender (POOLS –T Project)
• Tools for consul6ng and annota6ng video interviews: Backbone Project
• Tasks involving Internet consulta6on: WebQuest (Koenraad & Westhoff, 2003; Luzon, 2009)
• CMS plaborms to: -‐ organize blended & distance CLIL learning: VLEs, ALI-‐CLIL -‐ community building and content sharing: CCN, e-‐CLIL, BEP
• More…?
It is &me for more passion
between CLIL and CALL:
CACLIL, TECLIL ?
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CLIL Materials!
• [..] the availability of materials has been an ongoing issue in Finnish CLIL. It is clearly difficult and Tme-‐consuming for teachers to find suitable materials for content and language teaching that would be in accordance with the na6onal curriculum and suitable for the students’ language level. (Marsh et al., 2007)
• CLIL is currently gaining considerable momentum and it is being integrated into curricula all across Europe. However, there is s6ll a lack of appropriate teaching materials and a comprehensive and integra6ve CLIL methodology has yet to be developed. (Meyer, forthcoming)
CLIL Materials Issues: Availability, quality, equal access (e.g. special needs), diversity
(content areas, target groups, language levels) • Armenia, Belgium, Bulgaria, (lack)
• Czech Republic, Germany (adaptaTon needed)
• Estonia, (teacher made materials)
• France (localisaTon needed) • Hungary (quality of translated content)
• Austria (content available locally, but copyright issues)
• Norway (lack of suitable textbooks, naTonal curriculum)
• Poland (textbook import, translaTon)
• Slovakia (local adaptaTon & elaboraTon of imported textbooks) • Spain (lack of resources, regional diversity)
Input Materials
• […]The (imported) textbook used was too difficult for pupils of average and below-‐average ability.
“When the pupils have to tackle work on their own, they will not show any progress unless they can fully comprehend what they are asked to do. Also, if the pupils’ intrinsic moTvaTon is low, providing books which have a high level of prose difficulty is more likely to lead to non-‐comprehension and frustraTon.” (Sollars, 1988)
• […] Words need to be understood and learned within the contextual seEng provided by the subject mamer. This means that a basic level of general English proficiency is not sufficient for successful content learning.
It seems that not enough is being done in the classroom in order to ensure that learners grasp the relevant register.
Farrell and Ventura (1998); Farrugia (2003)
Adap6ve personalised soJware
• Applica6ons for (non CLIL) – L1 Dutch, L2 Dutch, L2 German and L2 English
• Strongly rooted in scien6fic research (vd Werf & Vermeer, 2008) (Hootsen et al. 2007)
• Moving towards method integra6on – Word lists, specific learning goals
• New possibili6es for content integra6on – In L1 and in L2
Comprehensible input
• not too difficult yet enough opportuni6es for learning. – SLA: Krashen: i+1 – Vygotsky: Zone of proximal development
• Opera6onalisa6on? – Ac6vate exis6ng knowledge – Na6on: 90% of lemmas in a text known – Textbook sequencing
Input for CLIL
• Linguis6c and non linguis6c • Has a cogni6ve and language level • Must be comprehensible, yet challenging enough to provide opportunity for learning
• Focus on text comprehension – Vocabulary size – Knowledge of the ‘world’
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Text Corpora
• As a source of textual (lesson) materials – Representa6ve – Web As a Corpus
• As a source for linguis6c analysis – Frequency informa6on – Keyword analysis – Part of Speech tagging – Informa6on analysis (clustering)
Adap6ve personalised soJware
• Selec6on of textual materials – Comprehensible, target word list
• Amen6on on relevant aspects – Language and/or content – Related to learning goals
• Adding help and guidance – Web services such as TTS, online dic6onaries
• Automated task genera6on – Cloze tasks, dictate
Smart Newsreader applica6on
• Web mining of news ar6cles – Dutch corpus size: 936000 texts, – German corpus size: 235000 texts – English corpus size: 195000 texts
• Selec6on – Text coverage (% of known lemmas)
– Unknown words are learning goals • Adding help with unknown words
– TTS, dic6onary, contexts, morphology
Smart Newsreader applica6on
• Genera6ng tasks – Cloze, drag and drop, dictate, open ques6ons
• Monitor usage – Words read, help asked, task results
• Give feedback • Update model of the user
– Profficiencies, preferences, interests
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Towards CLIL reader(s)
• Specific purpose text corpus – Economics, history, osmosis, etc. – Manual crea6ons and web crawlers
• Text analysis – Wordlists
• General vocabulary • Subject terminology • Academic words
• Text selec6on – Comprehensible subject and language input
Adap6ve Tools &
CLIL materials quality criteria & methodologies
• Rich, authen6c, mul6modal content input at appropiate level (i + 1)
• Scaffolded input provision (just in 6me help) • Lexical approach (concepts in context) • Academic Language Proficiency (focus on form: register features
e.g. colloca6ons) Reading – Wri6ng integra6on (Loranc-‐Paszylk, 2009)
• Development of (language) learning skills (learner as researcher)
• Learner-‐centred, safe environment, learner autonomy • Meaningful repe66on, (immediate) feedback
Adap6ve Tools & CLIL issues
• Assessment of learning • Data collec6on for research • Teacher educa6on & development: language & register and content terminology