Using Corpora: Theory&Practice
Run by School of Languages, Literatures, Linguistics and Media
20 Credits or 10 ECTS Credits
Semester 1 & 2
Overall aims and purpose
The aim of the module is to introduce students to the theoretical and practical issues of using corpora in linguistic studies and explore how the corpus-based approach and other methodologies can be combined in linguistic studies. Students will be become familiar with major corpus resources, tools, and develop their own abilities to read, understand, interpret, develop and carry out corpus-based language studies. Student will be exposed to and expected to be able to present and discuss corpus-based approaches in fields such as language change, polysemy, sociolinguistic variation, language education. In addition, special focus and attention will be given to working with corpus-based approaches to metaphor and figurative language research.
This module introduces students to the theoretical and practical issues of using corpora in linguistic studies and helps them to develop the background, knowledge and skills needed in order to develop and utilize a corpus based approach in their own research projects. The goals of this module are two-fold. First the students will be introduced and become familiar with the technical aspects of course based approaches and research. Then, attention will be directed to looking at how corpora and corpuses based approaches are used in a range of linguistic and language oriented studies. The lectures will provide students with the “big picture”, i.e. different research domains will be explored, central topics are summarized, important studies discussed and open questions outlined. In the tutorials, students discuss key studies in detail and reflect on methodologies, results and implications.
The following topics will be covered:
1. Introducing corpus linguistics, corpus design, types of corpora and corpus annotation
2. Corpus analysis: concordance, wordlist, keyword analysis
3. Integrating stats and making statistic claims
4. Corpora in grammatical studies
5. Corpora in diachronic studies
6. Metaphor and Corpus Linguistics (A. Deignan)
7. Corpus Approaches to Critical Metaphor Analysis (J. Charteris-Black)
8. Corpora in critical discourse analysis (C. Hart)
9. Corpora language variation research
10. Corpora in sociolinguistic studies
11. Corpora in language education - focus on TEFL.
D: The answer must address the question. The answer must show a basic knowledge and understanding of the relevant key areas and principles of research methodologies and questions as applied in corpus-based approaches. The student must show evidence of being able to apply the principles to the analysis of language and linguistic examples and/or data. The answer must show evidence of some background study.
The answer must be focussed and structured.
The answer must show a better-than-average standard of knowledge and understanding of the relevant areas of research methodologies and questions as applied in corpus-based approaches.
The linguistic examples used in the answer may be based upon examples from the literature but must also include original examples.
The answer must show evidence of background study with at least some from primary sources.
The answer must be highly focused and well-structured.
The answer must show comprehensive knowledge and detailed understanding.
The answer must show some original interpretation, new links between topics and/or a new approach to a problem.
The answer must show evidence of extensive background study using primary sources.
Students will be able to use major corpus resources and concordance tools such as MonoConc and AntConc.
Students will know what the central questions in corpus linguistics research are.
Students will be able to present and discuss key facts, concepts, ideas and approaches relating to the use of corpora and corpus based approaches in the study of language.
Students will know how to evaluate corpus based studies in linguistics and related disciplines that examine language use, reference, categorization, comprehension, cognition and synchronic and diachronic change and or patterns.
Students will understand the basic principles underlying the scientific method in general and empirical data driven approach in particular.
Students will understand what types of research and research questions are commonly used in corpus based approaches to examining language use, reference, categorization patterns etc.
Teaching and Learning Strategy
Fortnightly 1 hour seminar (5 over the 11 weeks)
In their own time, students will be expected to do further reading, go through materials covered in class and do further research on the topics, and prepare assignments.
Weekly 2 hour lecture (for 11 weeks)
Students are encouraged to see the lecturer on a one-to-one basis during published office hours (or by appointment) to discuss issues with the module content, seek clarification on topics and discussions, and discuss feedback on assessments and class exercises.
Directed Reading - students are given required reading each week (of about 2 hours) on the topic of that week's lecture.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language studies to an advanced standard.
- Analysis & interpretation skills - students will be able to analyse and interpret data accurately and to draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
- Problem solving - students will be able to evidence sophisticated problem-solving skills in formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, and developing the confidence to address challenging problems using a variety of different approaches
- Evaluation & reflection - students will be able to critically evaluate to an advanced standard a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
- Personal organisation - students will develop the ability to undertake self-directed study and learning with appropriate time-management
- Learning to learn - students will learn to reflect upon, modify and improve their learning strategies
- Information technology - students will develop the ability to use computing and IT skills in order to find, store, interpret and present information, to produce a range of electronic documents and to use software confidently
- Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
- Working effectively with others - students will develop the ability to work well with others as part of a group or a team
- Awareness of and appreciation for linguistic and cultural differences - students will develop an awareness of and an appreciation for the range and nature of linguistic and cultural diversity.
- Knowledge of linguistic theory and application - students will demonstrate a detailed knowledge of terms, issues, principles, aspects and best practices related to the study of human language and linguistics.
- Knowledge of the nature of language origins, change and use - students will demonstrate detailed knowledge phenomena and findings relating to the nature of language origins, the way language changes, and factors involved in and affecting language use.
- Understanding of the nature and organisation of language - students will demonstrate detailed knowledge of observations and findings relating to various aspects of linguistic phenomena and organization.
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/qxl-3377.html
Courses including this module
Compulsory in courses:
- Q103: MArts Cognitive Linguistics year 3 (MARTS/COGL)
Optional in courses:
- T101: BA Chinese and Linguistics year 4 (BA/CHL)
- WQ93: BA Creative Stds & English Lang. year 3 (BA/CSTEL)
- Q301: BA English Language year 3 (BA/EL)
- QQ3M: BA English Language & Cymraeg year 3 (BA/ELC)
- T123: BA English Language and Chinese year 4 (BA/ELCH)
- 8G55: BA English Language with Creative Writing (with Int Exp) year 4 (BA/ELCIE)
- Q3WL: BA Eng Lang with Creat Writ year 3 (BA/ELCW)
- Q310: BA Eng Lit with Eng Lang year 3 (BA/ELEL)
- QR3C: BA English Language and French year 4 (BA/ELFR)
- Q3WP: BA Eng Lang with Film Studs year 3 (BA/ELFS)
- QR3F: BA English Language and German year 4 (BA/ELG)
- QR3H: BA English Language and Italian year 4 (BA/ELIT)
- PQ53: BA English Language & Journalism year 3 (BA/ELJO)
- 1Q3Q: BA Linguistics and English Literature year 3 (BA/ELL)
- QQC3: BA English Lang and Lit year 3 (BA/ELLIT)
- Q3P3: BA English Lang with Media Stds year 3 (BA/ELMS)
- CQ83: BA English Language & Psychology year 3 (BA/ELPSY)
- LQ3J: BA English Lang. & Sociology year 3 (BA/ELSOC)
- QR3K: BA English Language and Spanish year 4 (BA/ELSP)
- Q3Q2: BA English Language w English Lit year 3 (BA/ENGEL)
- PQ3J: BA Film Studies and English Language year 3 (BA/FSELAN)
- QR13: BA Italian/Linguistics year 4 (BA/ITL)
- Q1Q3: BA Ling with Eng Lit year 3 (BA/LEL)
- Q140: BA Ling & the Eng Lang year 3 (BA/LELA)
- QR11: BA Linguistics/French year 4 (BA/LFR)
- QR12: BA Linguistics/German year 4 (BA/LG)
- Q100: BA Linguistics year 3 (BA/LING)
- Q104: BA Linguistics (with International Experience)) year 4 (BA/LINGIE)
- Q1C8: BA Linguistics and Psychology year 3 (BA/LP)
- QR14: BA Linguistics/Spanish year 4 (BA/LSP)
- QQ31: BA Linguistics & the English Language with International Exp year 4 (BA/LWEL)
- CQ81: BA Psychology/Linguistics year 3 (BA/PL)
- LQ31: BA Sociology/Linguistics year 3 (BA/SL)
- QQ15: BA Cymraeg and Linguistics year 3 (BA/WL)
- Q102: MArts Bilingualism year 3 (MARTS/BILING)
- Q316: MArts English Language for TEFL year 3 (MARTS/ELT)
- Q101: MArts Linguistics year 3 (MARTS/LING)