Корпусные технологии в обучении и оценке письменной научной речи русскоязычных студентов в неязыковом вузе.
The present article looks at the professional and communicative competence of language teachers as integral part of their communicative competence which comprises the discourse both inside and outside of the classroom. The survey of 700 ESL-teachers in Russia and Great Britain shows that assessing L2 written works and commenting on them are amongst the most important communicative tasks in their professional life. Therefore, a set of exercises has been designed to prepare pre-service language teachers to respond to their students’ writing, and use written corrective feedback as a tool to facilitate and enhance students’ learning.
The paper presents the rationale for the decisions that were taken in the set-up and further development of a learner corpus of student texts written in English by Russian learners of English, the only Russian learner corpus in the open access. The tool of manual expert annotation is in the focus of the present observations, and after introducing categorization of errors applied in annotation, the complicated cases that arose in annotation practices have been looked into followed by comparison of the annotation statistics over the three stages in the corpus development. For that purpose, texts annotated by different groups of participants in the process of two experiments were used to spot the problematic areas in annotation. The main pedagogical applications of the learner corpus in teaching EFL – the opportunities to create automated training exercises and placement and progress tests custom-made for specific groups of students - are outlined in the concluding part of the paper.
The conference was organised under the aegis of the Learner Corpus Association and was hosted by Eurac Research Institute for Applied Linguistics. It was themed "Widening the scope of learner corpus research" and brought together researchers and language teachers, software developers and linguists from 23 countries around the world.
The present paper is a comparative corpus study of the verbal expression of emotional etiquette in American English and Russian. The study is conducted against the backdrop of certain assumptions regarding the cross-cultural centrality and marginality of emotions as formulated in the current research on cross-cultural pragmatics. The paper employs corpus-based methods to test the frequencies of the linguistic expression of different types of emotions in Russian and American English as encountered in diagnostic contexts of first-person reporting. Contrary to many currently-accepted theories, the present study demonstrates no absolute prevalence of positive or ethical over negative or non-ethical emotions in Russian or American English. It also disproves certain more specific claims (the predominance of ‘pity’ in Russian), while confirming others (prominence of ‘shame’ in Russian). Certain tendencies in emotional etiquette lean toward cross-cultural universality (e.g., ‘gratitude’ as the most frequently expressed emotion), while others differ. Overall, Russian speakers tend to report more passive negative emotions (‘fear’), while English speakers prefer reporting active negative emotions (‘anger’). Russian speakers are more “self-deprecating” than English speakers, as they favor expressing ‘shame’ over ‘pride’. At the same time, they show less empathy with the addressee, reporting more ‘contempt’-like and less ‘pity’-like emotions. The results obtained in this study can be useful for understanding and formulating culturally-specific pragmatic peculiarities and hence preferred conversational strategies in the two languages.
The choice of an appropriate referential expression (definite description, proper name or pronoun) depends on multiple factors. This paper focuses on how the possessor position of a referential expression and its antecedent affect referential choice. Other factors, such as syntactical role, form and definiteness of the antecedent, and animacy of the referent are considered. The study is based on a subcorpus of the specially designed RefRhet corpus.
The article deals with pedagogical and psychological grounds for using corpora in the classroom. The description of psychological principles behind data-driven approach and discovery learning with corpus data is given. The cognitive studies such as schemata theory and personal-construct theory are observed to show the advantages of concordance techniques. Some examples of new types of corpus and research-based activities are presented.
The main trends and achievements in corpus linguistics are presented in this collection os abstracts of plenaries, papers and posters presented at the 8th internation conference Corpus Linguistics - 2015 (Lancaster University, UCREL, July 2015)
The article presents English materials for lexical typological research on adjectives denoting surface properties ('smooth', 'slippery', 'slick', 'sleek','flat', 'level', 'even', 'rough', 'coarse', 'rugged', 'tough'). Semantic maps are given for both direct and metaphoric meanings in this domain.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.