教育部南區英語教學資源中心教師成長營
影片語料庫及字辭搜尋與影音定位播放系統在英語聽
講練習之應用
1 Why DVD?
1.1 Two examples:
Discourse1:
Ray: Jesus, you scared me. What are you doing here?
Warren: I thought you might want these back.
Ray: Jesus. That was so long ago, Warren. It’s 25, 30 years. I
mean--Jesus. I never thought-- She kept these? I can't believe
she kept these. God! Stop! Stop hitting me! Let's talk about
this.
Warren: You were my friend.
Ray: It was all a big mistake. You went up to Frisco and things
started up... and we just got out of hand, that's all. I’m sorry!
Discussions:
a. What is the context in which the discourse occurs?
b. What is the best way to present the contextual information?
Description? Direct presentation?
c. What kind of background knowledge and cultural values are
possessed by the interlocutors?
d. How about linguistic knowledge and language skills?
e. What does “You were my friend.” mean literally? What is
Warren saying by that?
Discourse 2:
Cooper: OK. Lady luck, in my corner.
Kate: What are we playing?
Cooper: She is pretty. Quarter in.
Jerry: Quarter.
Cooper: You're going down. You're going down. Crazy Katie,
you're going down. Hey, doc, you want in?
Davis: No, thanks. I gave up gambling a long time ago.
Jerry: Hey, you flew in with Katie, didn't you?
Cooper: Ha, ha...
Kate: Sorry, remind me how you're getting home.
Discussions:
a. What is the context in which the discourse occurs?
b. What is the best way to present the contextual information?
Description? Direct presentation?
c. What kind of background knowledge and cultural values are
possessed by the interlocutors?
d. How about linguistic knowledge and language skills?
e. What does “Hey, you flew in with Katie, didn't you?” mean
literally? What is Jerry saying?
1.2 The factors involved in meaning formation and
utterance production
Context
Background
Knowledge
&
Cultural Value
Communicative
Intent
&
Socio-cultural
Purpose
Linguistic
Knowledge
&
Language Skills
Discussions:
a. Are these factors best leant in an analytical way? That is to
say that a bottom-up approach is the most effective.
b. Or, should they be learnt in a holistic way, i.e. a top-down
approach?
c. Are stories good vehicle for language learning?
d. Compare: stories in audio format only, stories in print only,
stories with both audio and text, stories with audio, text and
pictures.
1.3 Stories on DVD as vehicle for language learning
Advantages:
a. An integration of video, audio and text.
b. An integration of all the factors involved in meaning
formation and utterance production into discourses,
sub-events, and major events that make up a storyline.
c. They are authentic materials in the sense that they are
created for the native speakers of the language, not
specially contrived for the second or foreign language
learners.
d. The subtitles on DVD can be captured so that language
teachers can study and edit them and use them to create
language awareness activities.
1.4 Websites available for downloading subtitles
http://www.opensubtitles.org/zh
http://subscene.com/
http://shooter.cn/
1.5 Optical Character Recognition programs
SubRip_v1.50_beta_4
1.6 Editing the subtitles.
Microsoft Office Word 2003
1.7 Concordancers
Conc330
ConcappV4
2 The text analysis and video retrieving system
The system was developed by Ming-tyi Wu, Dept. of Applied
English, Southern Taiwan University, and Kun-te Wang, Dept.
of Engineering Science, National Cheng Kung University
Figure 1. The registration and log-in screen.
After logging in, the administrator can upload film lists, films
in WMV format, the scripts or subtitles of each of the film in
both DKS and SMI formats. There are four categories at the
moment: Movies, Cartoons, TV Series, and Documentaries.
The system will generate an overall film list for all the film lists
and thus the default film list for the users to conduct
concordance and video retrieving is the overall list unless
specified. Figure 2 is the interface for the administrator to set
up the contents for the system.
Figure 2. The administrator’s interface.
For teachers, who want to use the system for research or
editing their own teaching materials, or learners, who can use
it for exploratory learning, they use the user’s interface below
(Figure 3).
Figure 3. User’s interface of the system.
The interface comprises four parts:
(a) A word list which allows the user to adjust the display in
alphabet or frequency ascending or descending order.
(b) Concordance and video retrieving setting’s windows,
including keyword(s) and collocation(s) to be searched,
and corpus selection.
(c) A search result window which allows users to select any
item identified for presentation or editing.
(d) Links to net dictionary entries for the particular keyword,
system homepage and courses edited with the system.
On the top of the search result window, the concordance
button will lead to another window which shows the complete
results of the particular search. An example of part of such a
list is shown in Figure 4. In the list, the collocated words are
listed at the top and the size of each of them varies according
to the numbers of the examples found. The MI (Mutual
Information) values show how closely each of these
collocated words is related to the searched word. A button is
created in front of each of the sample sentences identified and
the location where the particular sample sentence occurs can
be retrieved and played along with the scripts, with the
sentence in question highlighted, by clicking each of the
buttons.
Figure 4. Part of a concordance list.
The figure below (Figure 5) displays how the retrieved video is
presented together with the subtitles in SMI format under the
screen and those in DKS format to the right. The sample
sentence identified is highlighted in red. Such video and
subtitle display window can be activated by (a) clicking a
script file name on the search result list, (b) clicking an icon in
the Edit column of the list (see Figure 3) and (c) clicking an
icon in front of the sample sentence in the concordance list
stated above.
Figure 5. The video and subtitle display window.
By doing step (b) and (c) described above, a button which
leads to Editor’s window of course will appear at the bottom of
the video and subtitle display window (see the Show button in
Figure 5 above). The Editors window allows the users to select
the discourse which comprises the sample sentence and save
it to a course. The right hand side window in Figure 6 below
shows the five discourses selected under the topic of Pathetic.
By clicking the Play in English button at the bottom of the
opened discourse window, the video of the particular
discourse can be retrieved and presented in the video and SMI
subtitle window (see the left hand side window in Figure 6).
And thus, series of the topics can be edited, saved, and
presented in a course.
Figure 6. The display window of a topic with the selected
discourses.
Links to the system
3 Film corpus and corpus analysis
3.1 General features of the corpus
Table 1. The general features of the film corpus
Categories
No. of
Titles
Word
Types
Tokens
Tokens/No.
of Titles
Cartoons
76
16961
347815
4577
Classics
61
21862
600474
9844
Films
405
69207
3247475
8018
TV Series
148
37370
1150581
7774
Total
681
94654
5298378
7780
3.2 Key word and collocation search for the analysis of
sentence patterns
Table 2. Patterns in the concordance list of “This is a…”
Patterns
Entries
Examples
This is a +N
91
[93] [ALEXANDER] This is a
nightmare.
This is a +N+Prep
Phrase
29
[75] I don’t think this is a
case of undue influence.
This is a +N+Adj
Phrase
5
[197] Well this is a thing
unheard-of.
This is a +N+Adj Clause
6
[116] Please don’t say that.
This is a mistake you’re
making, Diana.
This is a +Adj N+N
28
[60] [BERGSTEIN] This is a
wild-goose chase.
This is a +Adj
N+N+Prep Phrase
1
This is a +Adj+N
111
[8] I’m sorry, sir. This is a
private room.
This is a +Adj+N+Prep
Phrase
28
[67] Fellas, this is a critical
moment in his life.
This is a +Adj+N+Adj
Phrase
1
[10] I have to warn you.
This is a dangerous place
full of vultures.
This is a +Adj+N+Adj
Clause
9
[218] This is a nice street
you live on. Yeah, this is my
street.
[168] You think this is a
treasure map for Cibola,
don’t you?
This is a +Adj+N+Inf
1
Phrase
[86] Carlos, this is a stupid
fucking problem to have.
This is a
+Adv+Adj+Prep
Phrase
2
[220] I’m not gonna get
this. This is a little too
complicated for me.
This is a +Adv+Adj
4
[209] I think this is a little
different. You’ll run circles
round them.
This is a +Adv+Adj+N
12
[63] Oh god. Jesus Christ,
Robert, this is a really bad
idea.
This is a
+Adv+Adj+N+Prep
Phrase
6
[269] And this is a really
good example of that.
This is a +Adv+Adj+N+
Inf Phrase
1
[133] For me this is a very
hard thing to say.
16 patterns
335
Conclusions: a. The focus of this kind of expressions is on the
modifiers.
b. If there no modifiers, the noun itself must
possesses a very strong sense in itself.
3.3 Key word and collocation search for the analysis of
formulaic speech
Table 3. The searching results for “How are you?” and the
responses to it.
Types of
responses
Entries
Examples
[1] Kev, whats up, man? How are you? Good.
[5] How are you? I’m really good.
[11] How are you? I’m good.
[23] Excuse me, Ann. Howard: How are you? P
[24] Chris, how are you? I’m good. How you do
[26] How are you? Good.
[29] SECRETARY: How are you? BOURNE: I’m g
[32] How are you? Good. I’m good.
[33] How are you? Good. Welcome back.
“Good.”
“I’m good.”
30
[38]
[39]
[49]
[58]
[60]
[72]
[73]
[74]
[75]
[76]
Keith, how are you? Good.
I’m all right. How are you? Good.
How are you? Very good.
How are you? Good.
Steve. How are you? I’m good, real good.
Hey, how are you? I’m good, Frank.
How are you? Good.
How are you? Good. Can I ask you a favor
How are you? I’m good.
How are you? I’m really good.
[77] Yes, how are you? Good, thank you.
[78] How are you? I’m good. How are you?
[84] Hello, how are you? Good. How are you?
[89] Amelia. How are you, Viktor? Good.
[94] I’m fine, how are you? Good.
[97] Hi, how are you? Hello. Good.
[98] Hey, Michael. How are you? Hi, Cindy. I’m
[102] How are you? Good. What are you doing
[103] Hey, honey, how are you? Good.
[107] Happy birthday, Mom. How are you? I’m
[110] Hello. How are you? Good.
“Fine.”
“Fine, thanks.”
“I’m fine.”
7
“Well.”
4
“Very well.”
OK
Better
[34]
[45]
[47]
[52]
[67]
[71]
[87]
So, how are you? Fine.
So, how are you? I’m fine. I’m fine.
How are you? I’m fine.
How are you? Fine, thanks. May I?
How are you? Fine. How are you?
Hi. How are you? I’m fine. Okay.
How are you? Fine, thanks. How are you?
[18] How are you? Very well.
[35] Yes, Mr Watson. How are you? Very well,
[51] How are you? How are you feeling? Well.
[81] How are you? As well as can be expected.
2
3
[9] How are you? I’m all right.
[68] How are you? Okay, thanks.
[12] How are you? Better now.
[25] Hey. How are you? Much better now.
[95] Fran, how are you? Couldn’t be better.
Other
positive
Negative
[4] How are you? Awesome.
3
4
[2] How are you? You got nothing to worry abo
[80] How are you? Popular.
[41]
[44]
[54]
[88]
How are you?
How are you?
How are you?
Kurt, how are
This has been a week of hel
Oh no. How are you?
Naked . I need to buy some
you? Hungry.
[10] Hey, Mariane. It’s John. How are you? Hel
[20] Honey, how are you? Hi.
[22] How are you? How are you?
A way of saying
“Hi.”
18
[37]
[46]
[48]
[55]
[62]
[63]
[64]
[83]
[86]
[96]
Sam, how are you? Hey.
Hi, Kate. How are you? Hi, Ellen. How are
Hello, George. How are you? Paul.
How are you? How you doing.
Hi. How are you? Hi.
Hello. How are you? Hello, PeiPei.
How are you? Hi.
How are you? Im… how are you.
How are you? Hello, General.
Hello, how are you? How are you? Oh.
[100]
[101]
[106]
[108]
[109]
“Good to see
you.”
11
[16]
[17]
[27]
[59]
[66]
Good morning. How are you? Good morn
They’ll come over and say hello and may
Hey. How are you? Hey.
Hey, Jan. Hey George. How are you? Bee
Helen, hi. How are you? Hey.
Kevin, how are you? Oh, it’s good to see y
Hey, Maddox, how are you? Small world.
Hi, Sam. How are you? It’s nice to see you
You know Gil? Ya, how are you? Good to s
How are you? Nice to meet you.
[79] Hello, Gloria. How are you? Lovely to see
[99] Mrs. Sellner. How are you? Always a joy.
[104] How are you? How are you, Ace? Nice to
[112] Hello, fellows, how are you? Glad to see
[113] How are you? It is so good to see you.
[116] Hi. How are you? Good to see you. Hi.
[7] Hey, Asra. How are you? How’s the book?
[21] Hi, how are you? Thanks for getting back
[28] Hello, how are you? I sent you a blouse.
No responses
expected.
12
Silence means
[50] Hey Dr J. How are you? You’re the best.
[56] Hello. How are you? How’s your father?
[65] Mr. Garrison, how are you? Remember me
[70] Sergeant Powers. How are you? So you go
[82] Marty, how are you? I thought you were o
[91] Hi, how are you? It’s Kate, isn’t it?
[105] My pleasure, Julius. How are you? You lo
[114] Mr. McCabe, how are you? I’m Rebecca D
[40] How are you? I was wondering if you’d ca
[3] Hey, Vic, how are you? What’s up?
there might be
something
wrong.
3
Indirect
responses
5
[6] Danny. How are you? Is everything okay?
[57] How are you? What happened to you and
[8] How are you, Captain?
I haven’t been introduced to this gentleman he
[13] Very good. How are you?
Get in there and spend some money, you two.
[14] I am glad to see you. How are you?
Tell them Steer forth is very kind to me.
[31] Hello Barney, how are you?
[blows raspberry].
Oh, he’s lovely.
[61] So, how are you?
How is he? Just the most successful lawyer in S
Total
102
3.4 Key word search for particular expressions
Table3. Compliment words and their usages in the film corpus.
Compliment
words
No. of
occurrence
admirable
8
I think you will find the style admirable... and th
universal.
amazing
283
You wait for me with dinner when I work late, y
attaboy
18
Sample sentences derived fr
Here you go, piggy. Attaboy. Eat it up.
Cruise down Las Vegas Boulevard... and take in
astonishing
9
astounding
5
What a talent, it's astounding.
awe-inspiring
1
From awe-inspiring architecture... to the casinos
game... Vegas is a city that lavishes glamour on
awesome
74
Only you have the awesome power to lift someo
a new star.
breathtaking
3
He said I belonged in a penthouse on Park Avenu
East River.
cool
537
divine
41
Oh, I think they're divine for older women, but t
understand.
dynamite
15
You're dynamite!
enjoyable
4
excellent
219
exceptional
20
exemplary
2
Very good, Frank. Exemplary. Keep it up.
exquisite
9
Oh, Doo, they're exquisite.
extraordinary
75
Fine
1847
I read your web site. You did a fine job.
great
2721
Hi, hon. How are you doing? Ooh, you look great
groovy
14
Do you suffer from sore eyes, groovy foreheads,
impressive
50
Since you gave such an impressive performance
incomparable
4
The view is incomparable, and I want him to see
incredible
165
laudable
1
magnificent
39
majestic
6
marvelous
48
architecture in the world.
Yeah, Marcus. I think you look cool.
Well, it's certainly more enjoyable than my aver
How was college? College was excellent.
But what made you exceptional, they said, was t
achieved great fame without possessing any dis
I think that Ridley made an extraordinary movie
It's just incredible, that's all.
I am in this earthly world, where to do harm is of
accounted dangerous folly.
What? You were magnificent. - Thank you.
And in his majestic charity... the emperor has de
of Rome... with an historical final match.
They're both marvelous.
miraculous
9
Come on, this is miraculous, that we're both sitt
nice
2037
Why don't you just find some nice girls for my fr
outstanding
28
"Please accept our congratulations for your outs
peachy
pleasant
4
59
Oh, I'm just peachy, Mr. Shooter. How are you?
She's pleasant.
prime
86
Prime placement, center room, Vegas, tonight.
remarkable
50
You are the most remarkable woman.
sensational
21
Congratulations. Sensational. Just sensational.
smashing
11
Speech was a smashing success.
splendid
50
She'll make a splendid Queen and be a good wife
staggering
8
Jamal Malik, an uneducated young man from the
staggering 10 million rupees...
on the television show "Who Wants to Be a Millio
spectacular
8
It's a little startling to see at first, but results ar
stunning
20
stupendous
9
super
63
Sure. She's a super hacker.
superb
10
But you have yet to find a really superb idea.
supreme
24
I am supreme commander of SPECTRE...
surprising
18
That's surprising.
tremendous
29
He's tremendous.
unbelievable
100
wondrous
4
brilliant
140
fabulous
60
Share in the excitement of a fabulous winning st
nickname, "The Luckiest Man on Earth."
fantastic
123
But driving fast behind the ambulance was fanta
swell
32
terrific
115
Marcus... thank you for the song. You were terri
well done
101
Yes! Yes! We won! We won!
Well done. Go ahead. I'm just going to get some
It's possibly the most important novel in her alre
absolutely no good unless you die at the end.
Stupendous. It's stupendous, darling. Your first
Eddie, it's unbelievable.
A wondrous place to contemplate creation in all
Brilliant. I love kids.
Okay. That's swell.
3.5 Discourse analysis of the retrieved samples
Table 3. Discourse analysis using the factors stated in section
1.2 above.
Actual language used
in the sample
Context,
Background
Communicative
Intent &
discourse
Wane: So, what does
your wife think about
this plan?
Knowledge &
Socio-cultural
Cultural Values
Purpose
Arnold lost his job 8
months ago from a
company he had
worked for 17 years.
Arnold: My wife?
Wane: Yeah. Those
are her cigarettes.
Wane owns a
company and
cherishes his wife’s
love for him.
Arnold: You can keep
things from your wife. Arnold kidnapped
Wane for money.
Wane tries to
bring Arnold’s
wife in to
loosen the
kidnapper.
To talk with the
kidnapper in a
way to bring
back the
humanistic
nature in him.
Wane: I don't know.
Arnold: What? You've
never deceived your
wife?
Arnold’s wife
smokes a lot.
To Wane, man and
wife share
Wane: Well, there are everything except
levels of deception,
maybe some white
Arnold. I mean, this is lies; to Arnold, man
a whopper.
can keep things
from his wife.
Arnold: Oh.
Kidnap somebody
for money is some
kind of a felony not
something trivial.
4 Applications
4.1 Using stories on DVD as vehicle for language
exemplification
An example: Eight Below
4.2 Discourses in the video text
Discourse boundaries, communicative intent or socio-cultural
purpose, elaborate expressions...
4.3 Using the system for extended learning
Examples: suspense, accommodate, take chances...
5 Conclusions
a. Constructivism doesn't work in mathematics, it won't work
in language learning either.
b. Connectivism is the use of a network with nodes and
connections as a central metaphor for learning. Learning is the
process of creating connections and developing a network.
c. Learning starts from the processing in our working memory.
Our working memory can deal with 5-9 isolated digits at a
time; however, it can deal with 5-9 meaningful events at a
time. Why don't we use meaningful materials that integrate all
the factors involved in meaning formation and utterance
production?
d. Exemplify rather than describe.
e. A holistic, top-down approach plus language awareness
activities is more efficient than an analytic, bottom-up
approach plus imaginary construction.
f. Meaningful stories on DVD are versatile vehicle for language
learning.