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The Text Analysis Program: Developing students' analytical skills

Published online by Cambridge University Press:  16 December 2008

John H Gillespie  and
Jane McKee
John H Gillespie
Affiliation:
University of Ulster
Jane McKee
Affiliation:
University of Ulster
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Extract

This program is designed for improving student learning skills both in class and in independent learning mode in a number of areas: textual analysis, résumé work and vocabulary extension. It is not a concordance program, although it has some elements of a concordance, but seeks to provide a computerenhanced working environment for the pedagogy of textual study for advanced language learners. Unlike other text-based programs, which mainly deal with text enhancement, concordancing and the provision of exhaustive linguistic analysis of stylistic features, TAP (Text Analysis) is concerned to provide students with a pathway that will enable them to generate their own analysis of any text studied within the program.

Type
Update
Information
ReCALL , Volume 10 , Issue 2 , November 1998 , pp. 44 - 53
Copyright
Copyright © European Association for Computer Assisted Language Learning 1998

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References

Armstrong, G. ‘Computer Assisted Literary Analysis Using the TACT Text-Retrieval Program’. In Computers and Texts, 11, 8–11.Google Scholar
Beaudouin, V. and Yvon, F. (1996) ‘The Metrometer: a Tool for Analysing French Verse’. In Literary and Linguistic Computing, 11 (1), 23–31.Google Scholar
Burgess, G. and Kohn, J. (1996) ‘The Use of Parallel Concordancing for Literary and Linguistic Text Analysis’. In Gimeno, A. (ed.), Proceedings, EUR0CALL9S – Technology Enhanced Language Learning: Focus on Integration, Valencia: Universidad Polyte'chnica de Valencia, pp. 61–72.Google Scholar
Gillespie, J. H. and McKee, J. (1996) ‘The Text Analysis Program: Moving Closer to the Computer-Based Language Classroom’. In Gimeno, A. (ed.) op.cit, pp. 133–145.Google Scholar
McKee, J. (1996) ‘Independent Learning and the Computer: The Text Analysis Program at the University of Ulster’. In Broady, E. and Kenning, M-M. (eds.), Promoting Learner Autonomy in University Language Learning, London: AFLS/CILT, 170, 182.Google Scholar