Memo on Linguistics

Having reread this memo and the Steadman chapter on Classroom Interaction research, I find that there is a natural links between process-product and linguistic research approaches in the classroom.

I wrote this 4/19/04 after a discussion with Ari, fellow doc student:

Initial Question: How is technology used in studying linguistics?

For second language acquisition. How do people use morphenes, like -ing or -ed. The theory is that there is a natural order of gaining learning attributes.

For conversation analysis. Schegloff in California. Look at the detail transcripts of turntaking. Could be used in guided reflection fidelity studies? Markee has done work to use conversation analysis on second language acquistion.

For corpus linguistics. Concordance studies look at samples of language, eg academic languages of oral, written, textbook, test. Francis Butler. Look up the frequencies of concepts, eg cell wall. Each instance plus and minus five words are returned as a search result. Show you how it was used. Of course there are differences, it allows you to design an intervention.

For second language acquisition of adult, intermediate to advanced proficient, learners. The uses of elaboration, adding of text, and simplification, cutting away of text, have positive learning effects.

Ari plans to examine the washback language from the direct instruction, as a measurement of learning? language acquisition? Looking for differences between second language and first language learners.

Concordance software makers: Barlow at Rice U.

References: S. Hunston (2003). D. Biber Corpus Linguistic

Statistical Test of loglinear measures on a continuum of frequencies of 3 or more variables.