Advertisement

Pedagogical Applications of Chinese Parallel Corpora

  • Brody BluemelEmail author
Chapter
Part of the Chinese Language Learning Sciences book series (CLLS)

Abstract

Parallel corpora are a unique resource in language acquisition that enables learners to conceptualize a target language through the established schemas of their first language by providing parallel representations of text in two or more languages. Parallel corpora are defined as specialized translation corpora that consist of source texts in one language that are aligned with translation texts in one or more additional languages. The following chapter thoroughly explores the pedagogical application of parallel corpora in general, before taking an in-depth look at how English L1 beginning-level learners of Mandarin Chinese applied a Chinese–English parallel corpus. In addition to elucidating the specific observed outcomes of parallel corpora in this unique learning context, numerous parallel corpus resources are detailed with suggestions for pedagogical application, and an extensive review of potential further applications based on continued research in the field is enumerated and analyzed.

References

  1. Aijmer, K. (2008). Translating discourse particles: A case of complex translation. In J. Anderman & M. Rogers (Eds.), Incorporating corpora: The linguist and the translator (pp. 95–116). New York: Multilingual Matters.Google Scholar
  2. Aijmer, K., & Altenberg, B. (1996). Introduction. In K. Aijmer, B. Altenberg, & M. Johansson (Eds.), Languages in contrast, papers from a symposium on text-based cross-linguistic studies (pp. 11–16). Lund: Lund University Press.Google Scholar
  3. Aston, G. (1997). Enriching the learning environment: Corpora in ELT. In A. Wichmann, et al. (Eds.), Teaching and language corpora (pp. 51–64). London/New York: Addison Wesley Longman Inc.Google Scholar
  4. Baker, M. (1996). Corpus-based translation studies: The challenges that lie ahead. In H. Somers (Ed.), Terminology, LSP and translation (pp. 175–187). Amsterdam: John Benjamins.CrossRefGoogle Scholar
  5. Biçici, E. (2008). Context-based sentence alignment in parallel corpora. In A. Gelbukh (Ed.), Lecture notes in computer science (Vol. 4919, pp. 434–444). Heidelberg: Springer-Verlag.Google Scholar
  6. Bluemel, B. (2013). Chinese/English parallel corpus & learning tool. State College. Pennsylvania: The Pennsylvania State University. Available at http://www.parallelcorpus.com.
  7. Bluemel, B. (2014). Learning in parallel: Using parallel corpora to enhance written language acquisition at the beginning level. Dimension, 1, 31–48.Google Scholar
  8. Fan, M., & Xu, X. (2002). An evaluation of an online bilingual corpus for self-learning of legal English. System, 30, 47–63.CrossRefGoogle Scholar
  9. Frankenberg-Garcia, A. (2004). Lost in parallel concordances. In G. Aston, S. Bernardini, & D. Stewart (Eds.), Corpora and language learners (pp. 213–229). Amsterdam/ Philadelphia: John Benjamins.CrossRefGoogle Scholar
  10. Frankenberg-Garcia, A. (2005). Pedagogical uses of monolingual and parallel concordances. ELT Journal, 59(3), 189–198.CrossRefGoogle Scholar
  11. Johansson, S. (1999). Towards a multilingual corpus for contrastive analysis and translation studies. In L. Borin (Ed.), Parallel corpora, parallel worlds (pp. 47–59). Amsterdam/New York: Rodopi.Google Scholar
  12. Johansson, S. (2009). Some thoughts on corpora and second-language acquisition. In K. Aijmer (Ed.), Corpora and language teaching (pp. 33–46). Amsterdam/Philadelphia: John Benjamins.CrossRefGoogle Scholar
  13. King, P. (2003). Parallel concordancing and its applications. In S. Granger, J. Lerot, & S. Petch-Tyson (Eds.), Corpus based approaches to contrastive linguistics and translation studies (pp. 157–167). Amsterdam/New York: Rodopi.Google Scholar
  14. Laviosa, S. (2002). Corpus-based translation studies: Theory, findings, applications. Amsterdam/New York: Rodopi.Google Scholar
  15. McEnery, T., & Wilson, A. (2001). Corpus linguistics. Edinburgh: Edinburgh University Press.Google Scholar
  16. McEnery, T., & Xiao, R. (2008). Parallel and comparable corpora: What is happening? In G. Anderman & M. Rogers (Eds.), Incorporating corpora: The linguist and the translator (pp. 18–31). New York: Multilingual Matters.Google Scholar
  17. Norman, J. (1988). Chinese. New York: Cambridge University Press.Google Scholar
  18. Salkie, R. (1999). How can linguists profit from parallel corpora? In L. Borin (Ed.), Parallel corpora, parallel worlds (pp. 93–109). Amsterdam/New York: Rodopi.Google Scholar
  19. St. John, E. (2001). A case for using a parallel corpus and concordance for beginners of a foreign language. Language Learning & Technology, 5(3), 185–203.Google Scholar
  20. Tsai, C., & Choi, H. (2005). Parallel corpus and lexical acquisition in Chinese learning. In Proceedings of Fourth International Conference on Internet Chinese Education (pp. 206–213). Taipei, Taiwan.Google Scholar
  21. Tufiş, D. (2007). Exploiting aligned parallel corpora in multilingual studies and applications. In T. Ishida, S. R. Fussell, & P. T. J. M. Vossen (Eds.), Lecture notes in computer science (Vol. 4568, pp. 103–117). Berlin/Heidelberg: Springer-Verlag.Google Scholar
  22. Wang, L. (2001). Exploring parallel concordancing in English and Chinese. Language Learning & Technology, 5(3), 174–184.Google Scholar
  23. Wang, L. (2002). Parallel Concordancing in English and Chinese and Its Pedagogic Application. Edgbaston, UK: English for International Students Unit, University of Birmingham. http://home.ied.edu.hk/~lixun/Chinese/keyanketi.html. Accessed August 1, 2017.
  24. Xu, X., & Kawecki, R. (2005). Trilingual corpus and its use for the teaching of reading comprehension in French. In G. Varnbrook, P. Danielsson, & M. Mahlberg (Eds.), Meaningful texts: The extraction of semantic information from monolingual and multilingual corpora (pp. 222–228). New York: Continuum.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Delaware State UniversityDoverUSA

Personalised recommendations