How to integrate computer assisted linguistic analysis of authentic discourse into multilingual teaching?

Transkript

1 5th EUNoM Symposium: ICT, e-learning and languages Barcelona, Catalonia, May 2012 Jochen Rehbein (Middle East Technical University, Ankara) How to integrate computer assisted linguistic analysis of authentic discourse into multilingual teaching?

2 Outline I Example tk. ama / engl. But / German aber in ENDFAS / SKOBI Corpus; a look at the data II Uploading the corpus; search formula III Search results; categorized per country IV ama in code switching constellations V Access to the item-in-transcription VI Access to the talk-in-interaction, i.e. the full discourse

3 Let us take an example: How is Turkish ama (engl. but) used, in Immigrant language constellations? devices of connectivity coordinating verbal elements in Turkish Expressions with a deictic component: ondan sonra/and then O zaman/then, böyle/so and others Expressions with a purely (functionally) operative potential: Ve/and, ama/but, fakat/but, da/also, Yine de/again, hep/always, ya da/either, veya/yahut/or and others

4 If there two or more utterances/constructions A and B to be conjoined by a linguistic coordinating device (co), then, in principle, there two language typological possibilities: 1) Thecoordinator takes the following utterance/construction into ist scope as: [A] [co B]; examples are Western European languages 2) The coordinator takes the preceding utterance/construction into its scope as: [A co] [B]: examples are the Turkic languages, Japanese, Korean a.o. How is Turkish ama (engl. copyright but) used Rehbein in 2012 Immigrant language constellations, i.e. within a majority but-language?

5 To answer the question we take recourse to a corpus (which is the ENDFAS / SKOBI Corpus. This Corpus is uploaded into a module of EXMARALDA called Exakt: -> Exakt -> Open ENDFAS_SKOBI_ _mit_Korrekturen_AH.coma on Harddisc

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8 Enter the search formula of this expression

9 search results by clicking binoculars: 4237 tokens

10 Left context

11 Install country as an additional attribute by clicking Paper clip Icon; menue additional Attributes opens

12 We arrange the sequence of the items (ama/but) according to the category country : first the Turkish-German bilinguals in Germany, then monolinguals in Turkey.

13 We look for examples of code switching.

14 By means of a double click on item, we open the corresponding transcript; but it turns out to be an example of borrowing.

15 The next one is more illustrative because it exemplifies inter-generational code switiching, more precisely, receptive multilingualism

16 For German learners of the immigrant variety Turkish, the (utteranceoriented) German translation is available. The complete context of the item, i.e. its whole discourse, in form of oral communication can be horizontally scrolled (as often as it is useful for UNDERSTANDING)

17 The next step is the accessibility of the corresponding audiofile by clicking on the audio icon. Learning by eye and by ear, then, is generated

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