Tag Archives: technology

Writer’s World: How I learned to use AntWordProfiler

Last year I was very lucky to be invited to try out ELT writing. I was extremely grateful for the opportunity, and for the people who believed in me enough to give me the chance. I marvel at how lucky I am (and what amazing friends I have!).

 

So anyway, I joined a project writing reading texts for a middle school book. I started learning immediately.

 

I was given an excel file with a vocabulary list. Words in white were level 1. Words in green were level zero. Words in yellow were level two. I was asked to use 70% of the headwords from the white list. I was also given a grammar point to include, and specified a format, topic, and word count.

 

Now I’m a bit of a tech-dunce, but not a technophobe, and I saw a couple problems.

 

Dunce cap flickr kmakice

Image by kmakice on flickr (CC)

 

1) The words were all mixed together (arranged alphabetically and not separated by color). How on earth was I going to compare a 200 word text with the vocabulary list without painfully going through it word by word? Particularly since words like ‘I’, ‘a/an’, and ‘the’ are on the green list!

 

2) They weren’t all lemmas! Multiple forms of some words were on the list, but not others. But ‘headwords’, they said, so I assumed inflection would be okay.

 

What I needed was a way to compare the texts with the word lists. And before I could do that, I needed distinct word lists.

Did you know Excel can sort by color? That’s the first thing I learned. This website explains how to do it very well. But because of the way the excel file was set up, I had to do it column by column. Each column was a letter of the alphabet, so that meant 26 times of sorting and then grabbing words from each level and putting them into new pages.

I already knew about some vocabulary tools. Lextutor, for instance, can compare a passage with the general service list and tell you how difficult it is (by telling you which words appear in the first 1000 or 2000 high frequency words). I needed something that work a little differently. I needed to compare against the lists I’d been given and not the GSL. Was there something that could do that?

To find the answer, I took to Twitter. Costas Gabrielatos came to my aid right away. He is a corpus linguistics expert and really helpful person. He introduced me to AntConc and showed me how to make a corpus out of the texts I have and compare the texts to the excel file to find out how many times the words appeared in which text.

 

I may have mentioned that I’m a bit of a tech dunce. Even with the screenshots of how this would look and what it could do, I couldn’t really understand how it would solve my problem. Reading his suggestions again, I see now that he was solving my problem very neatly. But at the time, I didn’t get it.

 

Luckily, there was a simpler way. Mura Nava came to my rescue with a patient, dunce level explanation. have you tried antwordprofiler? that’s exactly what it does. So off I went to the antwordprofiler website to watch the helpful video tutorials. This was exactly what I needed.

 

Now, antwordprofiler comes with GSL 1 and 2 and AWL already installed. I had my own word lists to compare against, though, and needed to replace them. Fortunately, Mura solved that problem for me, too. He directed me to his Google+ Community on Corpus Linguistics, and to a post about how to deal with specialized or technical vocabulary. His post showed how to extract the off-list words into an excel file and from there use them to make a txt file to add to the GSL files. I already had excel files, so I just used the latter part of the process. Once my wordlists were uploaded, I deleted the GSL files.

 

 

Finally, I put my reading passages into txt files and ran the program. It worked.

 

 

I made adjustments to make my texts closer to 70% on the second list, and felt very techy indeed. Problem solved. I proudly sent in my first five passages and waited for feedback.

 

And anyone who has worked in this field can probably predict what happened next.

 

Please consider the difficulty of the passages. I was told. They should be easier than level 2.

I wish I could say that that’s when I figured out that ‘headwords’ to them meant the 7~10 vocabulary items they will highlight and pull out of the text, but I actually only just figured that out now reflecting back 8 months later. So they meant 70% of those 7~10 words, not 70% of the whole text. The antwordprofiler tool would still be useful, but maybe I should have stuck with the GSL.

 

On the plus side, now I know how to sort in Excel by color, how to use antwordprofiler, and I can start to learn antconc. And I think that’s pretty cool. 🙂

RP2- the ice-breaker

Mr. John Pfordresher posted a new challenge for anyone who wants to participate in the reflective practice challenge. Feel free to jump in at challenge 2 and leave challenge 1 for another time!

I think this second challenge will give us a lot of opportunities to learn about each other’s teaching environments, beliefs and methods.

I look forward to comments and especially questions that will help me reflect more on why I believe as I do. I also look forward to contributing my own questions to John’s and others’ challenge responses to keep the reflective conversation going.

And so, without further ado, these are the statements and my own responses.

<—————————————————————————————-—————->

strongly disagree               disagree                      agree                   strongly agree

1) Teachers must teach grammar explicitly if learners are to acquire language effectively.

I strongly disagree that teachers must teach grammar explicitly if learners are to acquire language effectively. I think there is a lot more to this statement that I need to know:   What is the context? Do the teacher and students share an L1? Why are the learners learning? (to pass a test? what kind of test? to study abroad? to travel? because their moms think it’s a good idea but they’d really rather be playing outside in the snow?) Who are the learners? Doesn’t research show that teaching grammar explicitly to young learners is ineffective (at best)? What does research show about explicit grammar teaching to older (non-linguist) learners? Does it make a difference what level they are at? What does it mean to acquire language effectively? Is there an end point to acquisition? (I don’t think there is.) How is effectiveness measured? 

An answer for myself: My students are young learners and teens. We do not share an L1. The vast majority of them would rather be outside having snowball fights and when I asked them why they are learning English, the ones who didn’t say because of their mothers said it was to travel or to pass the TOEIC test or “because English is global language”. I think not sharing an L1 is the biggest barrier to teaching grammar explicitly (although I’m not sure if they’re taught Korean grammar explicitly at their age either). I usually teach grammar implicitly by pointing out patterns and letting them practice. I am uncertain whether this is effective. I have a game I play with all of my classes (I just adjust the level depending on the class) called Pass the Bomb. It’s a vocabulary game and I require simple sentences. All but the most advanced students forget the grammar patterns when put under time pressure. I think this game mimics the time pressure they might experience in a test or a conversation situation (granted those are vastly different from each other). So have they acquired the patterns? Perhaps only in a controlled environment.

2) Teachers who don’t utilize technology in class are doing a disservice to their students.

(n.b. You  can read John Pfordresher’s post on #edtech here. #jumpingthegun ^^)

Now let’s talk about this. What is meant by technology? Utilized how? How often? For what purpose? To achieve what goals? What are the learning objectives? Can they be achieved in other ways?

I don’t feel strongly about this statement at all, but I guess my answer will put me on the side of mildly disagree. I think there are a lot of benefits and drawbacks to using technology, but I also think that “using technology” shouldn’t be a thing. Learning is the thing. I think the question I need to ask myself (and my students) is what do they need to learn? And then I can try to find a variety of ways to help them achieve those goals. Now, if what they need to learn involves writing a professional letter, I might choose to teach them how to do that through e-mail (which kids their age don’t use anymore). If they need to learn how to communicate with other L2 English speakers, the best way might be through web applications. If they primarily use English in gaming, then I might (but haven’t yet) used online games to help them. Then again, I might not. I might just trust them to figure out how to apply what they learn in our tech-free classroom to their tech-full lives. 

As a side note: I asked my students in two different classes what they want to study and they gave me a list of all the things they think are fun and interesting, including videos, music, and computer games. After some reflection on their list, I realized that what they had actually told me was how they want to study. 

3) Teachers have to understand the correlation between student feelings and student needs to be effective.

Following are my thoughts on this statement, but I still don’t really know what I believe. So please don’t take these thoughts as definitive and please help me reflect further here.

Hm. I still don’t know what “effective” means. Does a teacher who fails to understand that a student who is feeling confused might need clarity fail in his job? The answer might seem obvious. But the feelings and needs* that seem to be intended in this statement may also fall outside classroom life.

Nevertheless I am once again going to fall on the disagree side of this statement. I think a teacher needs to be aware that students have feelings and corresponding needs – possibly completely unrelated to the classroom context – in order to adjust their reactions to, for instance, what might look like unwillingness to learn. But I think understanding the correlation between a students’ feelings and needs might involve a lot of guesswork that the student might be unable or unwilling to verify. I think as a teacher I would like to know how my students are doing and whether or not their needs are being met. I don’t know whether my knowing that has anything to do with my students’ learning.

*When I think of needs in this context, two things come to mind: Maslow’s pyramid (although most of my students would add wifi to the bottom tier) and NVC needs: “Needs are more than the things we can’t live without.  They represent our values, wants, desires and preferences for a happier and/or more meaningful experience as a human.  Although we have different needs in differing amounts at different times, they are universal in all of us.  When they are unmet, we experience feelings… when they are met, we experience feelings.”

 That’s it. I welcome comments or posts of your own on the topic. Join the challenge! #onamission to reflect online!

%d bloggers like this: