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Dear Simon<br>
<br>
My summary only looked at the materials & resources suggested, so
thanks for doing half the work for me!<br>
<br>
I think these are all true - or rather, they all contain part of the
truth. These & many other objections have been voiced in various
papers that it's sometimes a wonder we carry on at all! But as most
research focuses on hands-on work, most of the objections relate to
that; what happens if you try to take the machine out the equation, at
least in early stages?<br>
<br>
I must admit I'm intrigued by the possibility (partly for local
reasons, ie the difficulty of gaining even occasional access to
computer labs for groups of 20 students - especially when the computer
department has rigged them so you can't download anything, or even in
some cases access the internet at all!). But the problem then is the
one you raise: how interesting or relevant is it without that hands-on
element? How can published DDL materials avoid being "dry"? If anyone
has an answer to that, I'm sure there's a fortune to be made!<br>
<br>
Cheers<br>
alex<br>
<br>
<br>
<br>
simon smith a écrit :
<blockquote
cite="mid:41744fe40804240245n59325033q79880df40d6605d8@mail.gmail.com"
type="cite">
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">Dear List Members,</font></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">Thanks Alex for summarizing the responses to
your post. </font></div>
<p class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">I was really impressed by Alex's paper at PALC
last year, describing how he got a group of relatively unmotivated
students to conduct an analysis of English phrasal verbs using corpus
tools. That hasn't really been my experience, though.</font></p>
<p class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">I've been re-reading the responses to the
extremely interesting question of why there are fewer DDL resources
available than one might expect. </font></p>
<ul>
<li>
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3"><strong>Ramesh, Gill and Martin</strong>:
individual teachers do use DDL in class to meet specific needs, but
don't publish their work or record it in any permanent form. It's not
easy to get resources into web-ready format.</font></div>
</li>
<li>
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3"><strong>Jakub</strong>: People might not want
to publish resources that they see as imperfect in some way.</font></div>
</li>
<li>
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3"><strong>Chris T</strong>: DDL is inaccessible
to many teachers for lack of know-how or resources.</font></div>
</li>
<li>
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3"><strong>Adam</strong>: DDL is inaccessible to
many learners, as it presupposes an introspective, reflective approach
to study, using difficult technology, by learners who may not be highly
motivated. (Adam didn't say all that, but I know he was thinking it)</font></div>
</li>
<li>
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3"><strong>Fanny and Chris R</strong>: Even if
learners are not directly using corpora, they may be using materials
and resources derived from corpora. That counts as DDL too.</font></div>
</li>
</ul>
<p class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">Well, there's a category of language learners
who will do very well exploring corpora using concordancers and other
query tools. They're inquisitive, meticulous, and (normally, I think)
highly motivated, and probably love learning about words in their
native language too. They probably read "word of the day" columns, and
would probably not do too badly learning a language under the Grammar
Translation model.</font></p>
<p class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">But language learning – especially English
learning – is something that everyone pursues these days: not just
wordsmiths and book lovers. Some learners have little time, some have
little motivation, many would not relish the prospect of an hour a day
in front of a concordance. Take my students in a university in Taiwan.
I have tried putting concordances up on the screen, sure. But that's
teacher talk, right, and I want them to work together on tasks and do
interactive things in class time. I have tried setting collocation
finding tasks for homework, but homework doesn't really work, because
they have video games to play and need their sleep, and anyway they'd
just copy each other. I suppose I could hand out paper concordances,
and make them look at them in groups, but how dry would that be!</font></p>
<p class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">I see a great future for data-driven
approaches in generating better dictionary examples, in making
wordlists and fill-in-the-blank exercises and other items for test or
classroom use. It is wonderful that there are books and offline
resources which were produced with the aid of corpora. There are great
opportunities to make corpus based activities, maybe with Hot Potatoes
graphics or computer animations, for use by those who are dedicated
enough to work alone at a computer, or lucky enough to have this
provision in class. </font></p>
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">But for the ordinary teacher at the chalk
face, and ordinary students with teenage acne – it seems hard to find a
real role for DDL just yet.</font></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><font
face="Calibri" size="3">Simon</font></div>
<pre wrap="">
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<p class="MsoNormal" style=""><b style=""><span
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</span>Alex
Boulton<o:p></o:p></span></b></p>
<p class="MsoNormal" style=""><span style="font-family: Arial;"><span
style="">
</span>Nancy
Université<o:p></o:p></span></p>
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