No Cover Image

Journal article 638 views 49 downloads

Corpus to curriculum: Developing word lists for adult learners of Welsh

Dawn Knight Orcid Logo, Tess Fitzpatrick Orcid Logo, Steve Morris Orcid Logo, Bethan Tovey-Walsh, Helen Prosser, Emyr Davies

Applied Corpus Linguistics, Volume: 3, Issue: 2, Start page: 100052

Swansea University Authors: Tess Fitzpatrick Orcid Logo, Steve Morris Orcid Logo, Bethan Tovey-Walsh

  • 63095.pdf

    PDF | Version of Record

    Crown Copyright © 2023 Published by Elsevier Ltd. This is an open access article under the CC BY license

    Download (552.3KB)

Check full text

DOI (Published version): 10.1016/j.acorp.2023.100052

Abstract

The launch of a language's first comprehensive general corpus promises a sea-change in teaching and learning resources. Effective transition from corpus to classroom is not necessarily straightforward, though; expert and end-user input is essential for the potential of the corpus resource to be...

Full description

Published in: Applied Corpus Linguistics
ISSN: 2666-7991
Published: Elsevier BV 2023
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa63095
first_indexed 2023-04-06T13:31:52Z
last_indexed 2024-11-15T18:00:54Z
id cronfa63095
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807 xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><datestamp>2024-11-13T07:27:49.0303590</datestamp><bib-version>v2</bib-version><id>63095</id><entry>2023-04-06</entry><title>Corpus to curriculum: Developing word lists for adult learners of Welsh</title><swanseaauthors><author><sid>9597ef45279e137ada70fc75832a45de</sid><ORCID>0000-0003-0715-9009</ORCID><firstname>Tess</firstname><surname>Fitzpatrick</surname><name>Tess Fitzpatrick</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>c696b0282208e9edd88c35b049a8c8d8</sid><ORCID>0000-0003-3789-1233</ORCID><firstname>Steve</firstname><surname>Morris</surname><name>Steve Morris</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>803ea7962f04a496285ee903d1a62780</sid><firstname>Bethan</firstname><surname>Tovey-Walsh</surname><name>Bethan Tovey-Walsh</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2023-04-06</date><deptcode>CACS</deptcode><abstract>The launch of a language's first comprehensive general corpus promises a sea-change in teaching and learning resources. Effective transition from corpus to classroom is not necessarily straightforward, though; expert and end-user input is essential for the potential of the corpus resource to be realised. This paper outlines the process by which fit-for-purpose vocabulary lists were derived from the new National Corpus of Contemporary Welsh (Corpws Cenedlaethol Cymraeg Cyfoes &#x2013; CorCenCC). The immediate purpose in this case was to inform the revision of A1 and A2 level course materials for adult learners. A longer-term aim was to put in place a method by which vocabulary lists for more advanced level learners and learners of different ages could be extracted and developed from the corpus. The new corpus means that for the first time, the Welsh language curriculum is able to use word frequency information; teaching and assessment materials in major languages have been informed by word frequencies for several decades. Raw frequency lists, though, include troublesome content, and can exclude items with high relevance to learners. This paper demonstrates how, by working in partnership, Welsh language curriculum writers, assessors, language experts and corpus linguists can effectively manipulate corpus data into curriculum content. The methods and approaches reported here are replicable for use in other language contexts.</abstract><type>Journal Article</type><journal>Applied Corpus Linguistics</journal><volume>3</volume><journalNumber>2</journalNumber><paginationStart>100052</paginationStart><paginationEnd/><publisher>Elsevier BV</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>2666-7991</issnPrint><issnElectronic/><keywords>corpus linguistics</keywords><publishedDay>1</publishedDay><publishedMonth>8</publishedMonth><publishedYear>2023</publishedYear><publishedDate>2023-08-01</publishedDate><doi>10.1016/j.acorp.2023.100052</doi><url>http://dx.doi.org/10.1016/j.acorp.2023.100052</url><notes/><college>COLLEGE NANME</college><department>Culture and Communications School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>CACS</DepartmentCode><institution>Swansea University</institution><apcterm>Another institution paid the OA fee</apcterm><funders/><projectreference/><lastEdited>2024-11-13T07:27:49.0303590</lastEdited><Created>2023-04-06T14:27:20.6686906</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Culture and Communication - English Language, Tesol, Applied Linguistics</level></path><authors><author><firstname>Dawn</firstname><surname>Knight</surname><orcid>0000-0002-4745-6502</orcid><order>1</order></author><author><firstname>Tess</firstname><surname>Fitzpatrick</surname><orcid>0000-0003-0715-9009</orcid><order>2</order></author><author><firstname>Steve</firstname><surname>Morris</surname><orcid>0000-0003-3789-1233</orcid><order>3</order></author><author><firstname>Bethan</firstname><surname>Tovey-Walsh</surname><order>4</order></author><author><firstname>Helen</firstname><surname>Prosser</surname><order>5</order></author><author><firstname>Emyr</firstname><surname>Davies</surname><order>6</order></author></authors><documents><document><filename>63095__27411__e330727391bc4f5ca77584af7928633b.pdf</filename><originalFilename>63095.pdf</originalFilename><uploaded>2023-05-10T15:10:27.1063432</uploaded><type>Output</type><contentLength>565552</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>Crown Copyright &#xA9; 2023 Published by Elsevier Ltd. This is an open access article under the CC BY license</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language></document></documents><OutputDurs><OutputDur><Id>179</Id><IsDataAvailableOnline xsi:nil="true"/><DataNotAvailableOnlineReasonId xsi:nil="true"/><IsDurRestrictions xsi:nil="true"/><DurRestrictionReasonId xsi:nil="true"/><DurEmbargoDate xsi:nil="true"/></OutputDur></OutputDurs></rfc1807>
spelling 2024-11-13T07:27:49.0303590 v2 63095 2023-04-06 Corpus to curriculum: Developing word lists for adult learners of Welsh 9597ef45279e137ada70fc75832a45de 0000-0003-0715-9009 Tess Fitzpatrick Tess Fitzpatrick true false c696b0282208e9edd88c35b049a8c8d8 0000-0003-3789-1233 Steve Morris Steve Morris true false 803ea7962f04a496285ee903d1a62780 Bethan Tovey-Walsh Bethan Tovey-Walsh true false 2023-04-06 CACS The launch of a language's first comprehensive general corpus promises a sea-change in teaching and learning resources. Effective transition from corpus to classroom is not necessarily straightforward, though; expert and end-user input is essential for the potential of the corpus resource to be realised. This paper outlines the process by which fit-for-purpose vocabulary lists were derived from the new National Corpus of Contemporary Welsh (Corpws Cenedlaethol Cymraeg Cyfoes – CorCenCC). The immediate purpose in this case was to inform the revision of A1 and A2 level course materials for adult learners. A longer-term aim was to put in place a method by which vocabulary lists for more advanced level learners and learners of different ages could be extracted and developed from the corpus. The new corpus means that for the first time, the Welsh language curriculum is able to use word frequency information; teaching and assessment materials in major languages have been informed by word frequencies for several decades. Raw frequency lists, though, include troublesome content, and can exclude items with high relevance to learners. This paper demonstrates how, by working in partnership, Welsh language curriculum writers, assessors, language experts and corpus linguists can effectively manipulate corpus data into curriculum content. The methods and approaches reported here are replicable for use in other language contexts. Journal Article Applied Corpus Linguistics 3 2 100052 Elsevier BV 2666-7991 corpus linguistics 1 8 2023 2023-08-01 10.1016/j.acorp.2023.100052 http://dx.doi.org/10.1016/j.acorp.2023.100052 COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University Another institution paid the OA fee 2024-11-13T07:27:49.0303590 2023-04-06T14:27:20.6686906 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Dawn Knight 0000-0002-4745-6502 1 Tess Fitzpatrick 0000-0003-0715-9009 2 Steve Morris 0000-0003-3789-1233 3 Bethan Tovey-Walsh 4 Helen Prosser 5 Emyr Davies 6 63095__27411__e330727391bc4f5ca77584af7928633b.pdf 63095.pdf 2023-05-10T15:10:27.1063432 Output 565552 application/pdf Version of Record true Crown Copyright © 2023 Published by Elsevier Ltd. This is an open access article under the CC BY license true eng 179
title Corpus to curriculum: Developing word lists for adult learners of Welsh
spellingShingle Corpus to curriculum: Developing word lists for adult learners of Welsh
Tess Fitzpatrick
Steve Morris
Bethan Tovey-Walsh
title_short Corpus to curriculum: Developing word lists for adult learners of Welsh
title_full Corpus to curriculum: Developing word lists for adult learners of Welsh
title_fullStr Corpus to curriculum: Developing word lists for adult learners of Welsh
title_full_unstemmed Corpus to curriculum: Developing word lists for adult learners of Welsh
title_sort Corpus to curriculum: Developing word lists for adult learners of Welsh
author_id_str_mv 9597ef45279e137ada70fc75832a45de
c696b0282208e9edd88c35b049a8c8d8
803ea7962f04a496285ee903d1a62780
author_id_fullname_str_mv 9597ef45279e137ada70fc75832a45de_***_Tess Fitzpatrick
c696b0282208e9edd88c35b049a8c8d8_***_Steve Morris
803ea7962f04a496285ee903d1a62780_***_Bethan Tovey-Walsh
author Tess Fitzpatrick
Steve Morris
Bethan Tovey-Walsh
author2 Dawn Knight
Tess Fitzpatrick
Steve Morris
Bethan Tovey-Walsh
Helen Prosser
Emyr Davies
format Journal article
container_title Applied Corpus Linguistics
container_volume 3
container_issue 2
container_start_page 100052
publishDate 2023
institution Swansea University
issn 2666-7991
doi_str_mv 10.1016/j.acorp.2023.100052
publisher Elsevier BV
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
url http://dx.doi.org/10.1016/j.acorp.2023.100052
document_store_str 1
active_str 0
description The launch of a language's first comprehensive general corpus promises a sea-change in teaching and learning resources. Effective transition from corpus to classroom is not necessarily straightforward, though; expert and end-user input is essential for the potential of the corpus resource to be realised. This paper outlines the process by which fit-for-purpose vocabulary lists were derived from the new National Corpus of Contemporary Welsh (Corpws Cenedlaethol Cymraeg Cyfoes – CorCenCC). The immediate purpose in this case was to inform the revision of A1 and A2 level course materials for adult learners. A longer-term aim was to put in place a method by which vocabulary lists for more advanced level learners and learners of different ages could be extracted and developed from the corpus. The new corpus means that for the first time, the Welsh language curriculum is able to use word frequency information; teaching and assessment materials in major languages have been informed by word frequencies for several decades. Raw frequency lists, though, include troublesome content, and can exclude items with high relevance to learners. This paper demonstrates how, by working in partnership, Welsh language curriculum writers, assessors, language experts and corpus linguists can effectively manipulate corpus data into curriculum content. The methods and approaches reported here are replicable for use in other language contexts.
published_date 2023-08-01T05:25:08Z
_version_ 1821381868679856128
score 11.3749895

Similar Items