Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1998. Vol. 2. Eger Journal of English Studies.(Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 26)

Studies - Ramesh Krishnamurthy: Electronic resources for language teaching and learning: cornucopia or information overload?

1. Types of dictionary, dictionary structures, dictionary contents 2. History of lexicography, use of intuition, citations, and corpus evidence 3. Corpus design criteria: data capture, coding, and storage systems 4. Corpus analysis: frequencies, concordances, collocations, part-ofspeech tagging 5. Cobuild methodology: headword selection, definitions, examples 6. Cobuild products: dictionaries, grammars, usage books, guides 7. The Future: larger and different corpora, new software tools, electronic products The rationale for the course design was to make students aware of (1) the wide range of dictionaries available for different purposes, the differences in the nature of the information provided, and the different ways in which the information can be presented (2) the historical changes in the philosophy and methodology of dictionary compiling, in particular the shift from prescriptive to descriptive goals, and the accompanying move from intuition and made-up examples to empirical analysis of data and authentic examples (3) the changes in dictionary-making technology from handwritten dictionary text and citations on index-cards filed in shoeboxes, to corpora on fiche (and later online) and analyses entered on printed forms and keyed and stored in electronic databases, and semi-automatic extraction of formatted dictionary files, to simultaneous online corpus analysis and keyboarding of dictionary entries by lexicographers using software templates (4) the impact that these changes in philosophy, methodology and technology have had on dictionary content (using Cobuild as the main example) and the creation of entirely new reference publications, with a speculative glance into the future. Some of the course titles indicate the direction in which the courses have since developed: "From Corpus to Dictionary" is similar to the course above. But "Computers and Text: a practical course in using computers for language analysis" suggests a wider approach, still computationally-oriented but no longer solely corpus-oriented. "The Science and Technology of Corpus, and Corpus for Science and Technology" reflects the need for more specifically targeted corpora and techniques, and the interest in them by teachers of ESP. "The Use of Corpora and Computer Text Analysis in the Classroom" highlights the pedagogical applications of corpus and computational methodologies and CALL. 19