通過(guò)語(yǔ)料分析促進(jìn)教與學(xué)

前言

　　“語(yǔ)料庫(kù)與計(jì)算語(yǔ)言學(xué)研究叢書(shū)”旨在向國(guó)內(nèi)讀者推薦語(yǔ)料庫(kù)語(yǔ)言學(xué)與計(jì)算語(yǔ)言學(xué)這兩個(gè)學(xué)科最新和最經(jīng)典的外文著作。語(yǔ)料庫(kù)語(yǔ)言學(xué)的語(yǔ)料要建立在計(jì)算機(jī)上，而計(jì)算語(yǔ)言學(xué)則專(zhuān)門(mén)研究自然語(yǔ)言的計(jì)算機(jī)處理，這兩個(gè)學(xué)科都要使用計(jì)算機(jī)，都與計(jì)算機(jī)有著不解之緣。這篇序言主要介紹了這兩個(gè)學(xué)科的學(xué)術(shù)背景，以及它們之間的關(guān)系，以方便讀者的閱讀和理解?！　?．語(yǔ)料庫(kù)語(yǔ)言學(xué)研究簡(jiǎn)介　　語(yǔ)料庫(kù)是為一個(gè)或多個(gè)應(yīng)用目標(biāo)而專(zhuān)門(mén)收集的、有一定結(jié)構(gòu)的、有代表性的、可被計(jì)算機(jī)程序檢索的、具有一定規(guī)模的語(yǔ)料的集合?！　≌Z(yǔ)料庫(kù)應(yīng)該按照一定的語(yǔ)言學(xué)原則，運(yùn)用隨機(jī)抽樣方法，收集自然出現(xiàn)的連續(xù)的語(yǔ)言運(yùn)用文本或話語(yǔ)片段來(lái)建立。從其本質(zhì)上講，語(yǔ)料庫(kù)實(shí)際上是通過(guò)對(duì)自然語(yǔ)言運(yùn)用的隨機(jī)抽樣，以一定大小的語(yǔ)言樣本來(lái)代表某一研究中所確定的語(yǔ)言運(yùn)用總體。

內(nèi)容概要

　　《通過(guò)語(yǔ)料分析促進(jìn)教與學(xué)》是2000年在奧地利召開(kāi)的“教學(xué)與語(yǔ)料庫(kù)（Teaching and LanguageCorpora-TALC）”國(guó)際研討會(huì)的論文集。該會(huì)議每次都能匯集語(yǔ)料庫(kù)與語(yǔ)言教學(xué)領(lǐng)域的眾多頂尖學(xué)者，已成為國(guó)際上此領(lǐng)域的風(fēng)向標(biāo)式會(huì)議?！锻ㄟ^(guò)語(yǔ)料分析促進(jìn)教與學(xué)》是從會(huì)議宣讀論文中遴選出的能反映會(huì)議主旨的代表性文章，其涉及面較廣，所收論文按主題可歸為六個(gè)專(zhuān)題：關(guān)于語(yǔ)料庫(kù)的一般性問(wèn)題、基于語(yǔ)料庫(kù)的教材編制、數(shù)據(jù)驅(qū)動(dòng)學(xué)習(xí)、學(xué)習(xí)者語(yǔ)料庫(kù)、專(zhuān)門(mén)用途英語(yǔ)教學(xué)中的語(yǔ)料分析、通過(guò)語(yǔ)料分析進(jìn)行翻譯教學(xué)。適合語(yǔ)料庫(kù)和語(yǔ)言教學(xué)的研究人員、研究生以及語(yǔ)言教師作為研究參考。

作者簡(jiǎn)介

　　本書(shū)編者Bernhared Kettemann是奧地利Karl-Franzens-University大學(xué)的英語(yǔ)語(yǔ)言學(xué)教授，主要研究方向是語(yǔ)言學(xué)中計(jì)算機(jī)的應(yīng)用，Ceorg Marko現(xiàn)在奧地利Karl-Franzens-University大學(xué)任教。書(shū)中所收論文的作者有學(xué)習(xí)者語(yǔ)料庫(kù)領(lǐng)域的知名學(xué)者Guy Aston、BNC的核心成員LOU Burnard、數(shù)據(jù)驅(qū)動(dòng)學(xué)習(xí)的首創(chuàng)者Tim Johns、語(yǔ)料庫(kù)語(yǔ)言學(xué)的理論大家和先驅(qū)Tony McEnery等眾多語(yǔ)料庫(kù)語(yǔ)言學(xué)領(lǐng)域的知名專(zhuān)家學(xué)者。

書(shū)籍目錄

《語(yǔ)料庫(kù)與計(jì)算語(yǔ)言學(xué)研究叢書(shū)》序《通過(guò)語(yǔ)料分析促進(jìn)教與學(xué)》導(dǎo)讀原書(shū)目錄前言第四屆“教學(xué)與語(yǔ)料庫(kù)國(guó)際研討會(huì)”（TALC4）——我們向何處去？第一部分 語(yǔ)料庫(kù)語(yǔ)言學(xué)的一般性問(wèn)題學(xué)習(xí)者作為語(yǔ)料庫(kù)設(shè)計(jì)者現(xiàn)代英語(yǔ)語(yǔ)料庫(kù)語(yǔ)言學(xué)的時(shí)間維度描繪大型語(yǔ)料庫(kù)的關(guān)鍵詞及其呈現(xiàn)的詞匯分布圖：探究《衛(wèi)報(bào)》的世界觀英國(guó)國(guó)家語(yǔ)料庫(kù)（BNC）：我們哪里做得有問(wèn)題？第二部分 基于語(yǔ)料庫(kù)的教材編制學(xué)術(shù)英語(yǔ)詞表：一個(gè)基于語(yǔ)料庫(kù)的學(xué)術(shù)用途詞表基于語(yǔ)料庫(kù)的英語(yǔ)教學(xué)語(yǔ)法第三部分 數(shù)據(jù)驅(qū)動(dòng)學(xué)習(xí)數(shù)據(jù)驅(qū)動(dòng)學(xué)習(xí)：永恒的挑戰(zhàn)給非英語(yǔ)母語(yǔ)學(xué)習(xí)者更大自主權(quán)：歐洲大陸英語(yǔ)系里尚未充分發(fā)掘的語(yǔ)料庫(kù)的剩余價(jià)值語(yǔ)料庫(kù)動(dòng)搖了語(yǔ)法的根基：標(biāo)準(zhǔn)英語(yǔ)語(yǔ)法，完成體及明顯與傳統(tǒng)語(yǔ)法相悖的語(yǔ)料證據(jù)用于數(shù)據(jù)驅(qū)動(dòng)學(xué)習(xí)的自動(dòng)索引工具：針對(duì)語(yǔ)言學(xué)習(xí)者的生詞過(guò)濾設(shè)計(jì)在語(yǔ)料庫(kù)語(yǔ)言學(xué)中使用BNC以提高批判性思維能力探索發(fā)現(xiàn)式學(xué)習(xí)的新方向當(dāng)代意大利語(yǔ)語(yǔ)料庫(kù)（CWIC）項(xiàng)目：針對(duì)中級(jí)意大利語(yǔ)學(xué)生的語(yǔ)料庫(kù)建設(shè)和使用使用語(yǔ)料庫(kù)進(jìn)行語(yǔ)言學(xué)教學(xué)第四部分 學(xué)習(xí)者語(yǔ)料庫(kù)影響學(xué)習(xí)者語(yǔ)言運(yùn)用的外部因素如何描述學(xué)習(xí)者積極詞匯的增長(zhǎng)：一項(xiàng)基于語(yǔ)料庫(kù)的研究對(duì)語(yǔ)言學(xué)習(xí)者日記的計(jì)算機(jī)輔助分析：一項(xiàng)基于詞頻和索引軟件的定性分析第五部分 專(zhuān)門(mén)用途英語(yǔ)教學(xué)中的語(yǔ)料分析英國(guó)國(guó)家語(yǔ)料庫(kù)（BNC）的語(yǔ)體、語(yǔ)域、文本類(lèi)型、主題域和文體有關(guān)利用小型語(yǔ)料庫(kù)呈現(xiàn)專(zhuān)門(mén)用途英語(yǔ)（ESP）問(wèn)題的思考學(xué)術(shù)寫(xiě)作中情態(tài)動(dòng)詞的使用第六部分 通過(guò)語(yǔ)料分析進(jìn)行翻譯教學(xué)英意-意英翻譯語(yǔ)料庫(kù)CEXI的設(shè)計(jì)英語(yǔ)中的能愿式虛擬結(jié)構(gòu)及其在法語(yǔ)中的對(duì)應(yīng)形式：用雙語(yǔ)方法研究翻譯的理論與實(shí)踐短語(yǔ)動(dòng)詞的翻譯作者介紹索引

章節(jié)摘錄

　　Yet it would be wrong to conclude that the use of corpora in the classroom began with the first TALC conference. Long before the first TALC conference there had been much informal discussion of how to use corpora in teaching, most notably at the ICAME conferences. More importantly, there were pedagogues worldwide, both in language teaching and linguistics, who were using corpora in the classroom on a regular basis. The basic problem that the TALC conferences have sought to address is how to share expertise and best practice in the use of language corpora in teaching. When corpora in the classroom were used by a disparate group of teachers, rarely discussing their successes and failures with one another, mistakes and triumphs were often replicated with no chance of learning from the experience of others. If anything; the first TALC conference was marked, in my mind, with the surprise that teachers expressed when they realised that they were not alone in using corpora for teaching, and that they had valuable lessons to pass on.　　TALC has matured since the first conference. There are, tO my mind, at least two distinct ways in which this has happened. Firstly, the range of TALC has broadened somewhat, with issues that were marginal at the first TALC becoming central. A good example of this is work with multilingual corpora. At the first TALC there were very few talks of this sort, and most discussion of the topic was held in a specialist meeting away from the main conference. However, the presence of multilingual corpora at the second TALC conference was such that the book which came from the conference （Botley et al. 1996） was focused expressly on.multilingual corpora. TALC continues to innovate in this way, and will continue to do so, I believe, for the foreseeable future. There are good examples of innovation. For example, in this volume the following papers strike me as relatively novel.　　……

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