Pensamiento computacional y aprendizaje de lenguas

Pensamiento computacional y aprendizaje de lenguas

Pensamiento computacional y aprendizaje de lenguas

Pascual Pérez-Paredes

@perezparedes

Pensamiento computacional y aprendizaje de lenguas educ.cam.ac.uk/people/staff/perez-paredes/ www.perezparedes.es/arequipa2018

Pascual Pérez-Paredes

@perezparedes

¿Por qué interesado en el pensamiento computacional?

RESEARCH I conduct & supervise

A fluid ontology & epistemology

Training

Corpus & corpus research methods (as practiced by my PhD students) Affordances of mobile dictionaries in China

Corpora and learning hedging in academic English

Semantic prosody in academic English

Training young EFL teachers with mobile technology in an underdeveloped country X

Development of complexity, accuracy and fluency in young writers

A process of epistemological expansion A new SLA must be imagined, one that can investigate the learning and teaching of additional languages across private and public, material and digital social contexts in a multilingual world. Innovative research agendas responsive to challenges of language learning and teaching in our increasingly networked technologized and mobile worlds Sociocultural theory (Johnson, Lantolf, Negueruela, Swain), Language socialization theory (Duff), Social identity theory (Norton), Complexity and dynamic systems theory (Larsen–Freeman), Usage-based approaches (Ellis, Ortega), The biocultural perspective (Schumann), ecological and sociocognitive approaches (Atkinson), Variationist sociolinguistics (Tarone), Systemic functional linguistics (Byrnes, Doran), Conversation analysis (Hall).

X

Douglas Fir Group (Atkinson, D.; Byrnes, H.; Doran, M.; Duff, P.; Ellis, Nick C.; Hall, J. K.; Johnson, K.; Lantolf, J.; LarsenFreeman, D.; Negueruela, E.; Norton, B.; Ortega, L.; Schumann, J.; Swain, M.; Tarone, E.) (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100, 19-47.

La expansion epistemológica

Doug Biber Jacques Barzum

Keith Devlin

Researchers in a cage •

Birth of the subdisciplines, a case of descent not of replacement

•

Scientists trapped in their own specialisms

•

Maintaining cultural, political and financial support for research

Greene, M. T. (2003). What cannot be said in science. Nature, 388(6643), 619-620.

X

1. Pensamiento computacional y lenguas 2. Lingüística de corpus, Datadriven learning, Usage-based theories 3. DDL como PC/CT Pensamiento computacional y aprendizaje de lenguas

1. ¿Pensamiento computacional y aprendizaje de idiomas?

Algoritmos

The word “algorithm” (from the medieval Latin “algorismus”) appeared for the first time in an important document dated 1202, in fact on the very first page of the mathematical treatise “Liber Abaci” written by Leonardo Fibonacci. Today, the word is firmly established in almost all languages together with the English word “coding.”

The two words together indicate how to organize and describe a series of actions to achieve a desired result: the algorithm constitutes the stage of designing and evaluating the strategy on which to build single actions, while coding reflects the operational phase that leads to the execution of those actions on a particular computing device, such as a PC, tablet, smartphone, or smartwatch.

This book considers the core concepts of CT to be: logical thinking;

Pensamiento computacional

algorithmic thinking; decomposition; generalisation and pattern recognition; modelling; abstraction; evaluation. Other peripheral concepts will be mentioned, but not treated as essential to the topic of CT. They include: data representation; critical thinking; computer science; automation; simulation/visualisation.


Similarly, abstraction has application beyond the computer scientist’s view of it. When a linguist uses simile and metaphor, or writes a story with branches, they’re using abstraction, as are social scientists who summarise facts and use them to draw conclusions. When a scientist builds a model or a mathematician uses algebra, they too have introduced abstraction into their work.

PC, lógica, operadores

Zapata Ros (2018)

Distintas concepciones de este tipo son revisadas por Eshet (2002) y llega a la conclusión de que la alfabetización digital debe

considerarse más como la capacidad de utilizar las fuentes digitales de forma eficaz. El pensamiento computacional es más una resolución de problemas.

Patrones

Un patrón (Alexander et al., 1977 p X) describe un problema que ocurre una y otra vez en nuestro entorno y, a continuación, describe el núcleo de la solución de ese problema, de tal manera que el usuario puede utilizar esta solución un millón de veces más, sin tener que hacerlo de la misma manera dos veces.

www.elconfidencial.com/tecnologia/ciencia/2018-11-10/juguetes-stem-dia-mundial-ciencia_1641517/

www.wordclouds.com

Xataka blog: ayer

Paradójicamente, pese a vivir en la Sociedad digital del conocimiento nuestra era no siempre favorece el pensamiento computacional

Inteligencias simultánea y secuencial Admirar un cuadro vs leer o escribir El texto que se lee vs el texto que se mira Algunos rasgos de los textos que se leen o se escribien: corregibilidad, remisión enciclopédica, no multisensorial.

La actitud no-proposicional (Simone, 2000)

• Genérica, evoca el pensamiento globalmente • Vaga desde el punto de vista referencial • No da nombre a las cosas, contando un conocimiento global compartido poco referenciado • Rechaza la estructura, tanto la jerárquica como la sintáctica y textual

Patrones Resolución de problemas

Terminología PC y LC

Tratamiento de datos

2. Lingüística de corpus y Datadriven learning

DDL in action Using corpora to teach and learn writing in academic English (Xiao Wang, PhD candidate, U. Cambridge

Data-driven learning (DDL) Orígenes: lingüística de corpus (Sinclair, 1992, 2003) Métodos cuantitativos Usage cannot be invented. It can only be recorded. Nuevas unidades de significado The learner as researcher Danielsson (2001: 97) “as the units [. . . ] get longer on the syntagmatic scale,the paradigmatic choices tend to get fewer”. Danielsson, P. (2001). The Automatic Identification of Meaningful Units in Language. PhD dissertation. Gothenburg University.

Domain specific

Domain general

Domain specific

“A generative grammar must be a system of rules that can iterate to generate an indefinitely large number of structures. This system of rules can be analyzed into the three major components […] the syntactic component of a grammar must specify, for each sentence, a deep structure that determines its semantic interpretation and a surface structure that determines its phonetic interpretation” (Chomsky, 1965: 15-6).

Domain general

Usage-based models of language account for language use, or how speakers actually speak and understand language. Crucial to a usage-based approach are frequency, statistical patterns, and, most generally, linguistic experience. Linguistic competence is not seen as cognitivelyencapsulated and divorced from performance, but as a system continually shaped, from inception, by linguistic usage events.

El pensamiento computacional es más una resolución de problemas (Zapata Ros, 2018)

Learning as f(x)

“Learners figure language out: their task is, in essence, to learn the probability distribution P (interpretation|cue, context), the probability of an interpretation given a formal cue in a particular context, a mapping from form to meaning conditioned by context” (Ellis, 2006, p. 8).

Data-driven learning (DDL): Bernardini (2004)

Language learning may be viewed as an inductive process in which meaning and form come to be associated. This view agrees well with the cognitive psychology work on memory known as schema theory (a schema is a trace left by an event we experience, individualised and selected for remembering according to our “appetite, instinct, interests and ideas” (Bartlett 1932: 206)). Language learning in a schema perspective is a process that involves the development or adjustment of real world knowledge structures or schemata appropriate to the target language culture, and the matching of these with relevant pragmatic and linguistic schemata.

Discovery learning. Bernardini (2004)

Barlow (1996: 30) claims that schemameaning pairings are constructed on the basis of repeated experiences of instances of language use. A concordance may short-cut this lengthy process since, “by concentrating and manipulating instances of a language phenomenon, [it]makes the patterns stand out clearly”.

Aston (1995), points out that concordancing can highlight patterns of repetition and variation in text, thus favouring the analysis of larger and more specific schemata into smaller and more general ones, or else the opposite process, the synthesis of smaller and more general schemata resulting in larger but more specific ones.

Boulton, A., & Cobb, T. (2017). Corpus Use in Language Learning: A Meta-Analysis. Language Learning, 67(2), 348-393.

Current linguistic theory Current learning theory

DDL Current psycholinguistic theory Current SLA findings

3. DDL como PC/CT

Contrucciones y patrones

Relaciones entre personas o cosas con la finalidad de ayudar, diferenciar, elegir o informar sobre un rango de posibilidades o acciones.

Contrucciones y patrones Cuando van seguidos de la preposición between y un nombre en plural, el hablante quiere exponer la existencia de una alternativa que, generalmente, implica la aceptación de un escenario negativo en el que se ha de tomar una decisión.


COCA:1998:ACAD While former times constantly wavered between lofty ideologies building international castles in the air, and coarse scepticism or even) COCA:1995:FIC It seemed to take longer to drive back. A sobering interlude where Kelsey wavered between tears and anger. Most of the anger died by the time she pulled)

Tipo de registro usado (ficción, lenguaje periodístico), el medio usado (oral, escrito), la variedad (en este caso inglés americano), año de producción, etc

https://corpus.byu.edu/coca/

https://corpus.byu.edu/coca/

Gablasova et al. (2017)

Corpora

Corpora represent a rich source of information about the regularity, frequency, and distribution of formulaic patterns in language. In CL, particular attention has been paid both to techniques that can identify patterns of co-occurrence of linguistic items and to the description of these formulaic units as documented in language corpora (e.g., Evert, 2005; Gries, 2008; Sinclair, 1991).

Sinclair (2004:29) Trust the text.

The open-choice principle principle

The idiom principle

Word is the unit of analysis

Collocation, colligation, semantic preference and semantic prosody

Traditional accounts of language: separation of grammar and lexis

Lexico-grammatical nature of language


Usage-based theories: constructions

Constructions are form–meaning mappings that relate particular patterns of lexical, morphological, syntactic and/or prosodic form with particular semantic, pragmatic, and discourse functions (Bates & MacWhinney, 1989; Goldberg, 2006; Robinson & Ellis, 2008; Tomasello, 2003; Trousdale &Hoffmann, 2013).


Constructionist accounts investigate processes of language acquisition that involve the distributional analysis of the language stream and the parallel analysis of contingent cognitive and perceptual activity, with abstract constructions being learned from the conspiracy of concrete exemplars of usage following statistical learning mechanisms relating input and learner cognition (Rebuschat & Williams, 2012).


From its very beginnings, psychological research has recognized three major experiential factors that affect cognition: frequency, recency, and context of usage (e.g., Anderson, 2000; Bartlett, 1932/1967; Ebbinghaus, 1885). The so-called Zipfian distribution in natural languages functions as learners' optimisation in language acquisition by providing a single very high frequent exemplar that is also prototypical in its meaning.

L1

Typically different corpora are used to gain insight into the nature of language

L1

The Zipfian distribution in natural languages functions as learners' optimisation in language acquisition by providing a single very high frequent exemplar that is also prototypical in its meaning.

O´Keeffe, Mark & Pérez-Paredes (2018)

L2

L1 BNC

Usage-based accounts of language learning: languages are complex But assessing these probabilities is nontrivial, because constructions are nested

and overlap at various levels (morphology within lexis within grammar);

because sequential elements are memorized as wholes at (and sometimes crossing) different levels; because there are parallel, associated, symbiotic, thought-sound strands that are being chunked— language form, perceptual representations, motoric representations, . . . ,the whole gamut of cognition—and because there is no one direction of growth—there is continuing interplay between top-down and bottom-up processes and between memorized structures and more open constructions:

Source: https://hinghamschools.com/academic-programs/computer-science/

Etapas de la consulta de un corpus durante actividades de DDL (Sinclair, 2003; Pérez-Paredes et al., 2011)

Etapas de la consulta de un corpus durante actividades de DDL (Sinclair, 2003; Pérez-Paredes et al., 2011)

Pérez-Paredes (2019). Using normalization to understand the uses and the spread of corpora and Data-driven learning in language education in CALL research: an analysis of the 2011-2015 period

Pérez-Paredes (2019). Using normalization to understand the uses and the spread of corpora and Data-driven learning in language education in CALL research: an analysis of the 2011-2015 period

Percentage of research papers using different corpus resources 30

25

25

19

20

19 16

16

15

10

5

0 Ad hoc software

BNC

COCA

Ad hoc corpora

Other corpora

What is ability in DDL research 2011-2015? to consult an online learner dictionary quickly and efficiently to make generalizations about usage to edit grammatical errors from (learners´) writing to use L2 collocations.

What is the knowledge focus in DDL research 2011-2015? See table.




Within group designs


Between group designs



“DATA SKILLS” en el aprendizaje Consideraciones

Dispositivos como mediadores en el proceso de aprendizaje El impacto de la inteligencia artificial Normalización (Bax) de DDL en ELAO


”…bagaje de información fiable" de diversas fuentes, las habilidades de recuperación, utilizando una forma de "pensamiento crítico" para hacer juicios informados sobre la información recuperada, y para asegurar la validez e integridad de las fuentes de Internet, leer y comprender de forma dinámica y cambiante material no secuencial. “ (Zapata Ros, 2018)

Gracias @perezparedes