Edited by Nicole Baumgarten, Inke Du Bois and Juliane House
Since its beginning in the late 19th century, literary education has lacked theories that systematize teaching and methodologies that validate practice. Consequently, much work in the area has relied on argument rather than on real data. What is needed in literary education are ways in which scholars develop descriptions of methods that will help them arrive at evidence-based conclusions. However, this is easier said than done. Trying to cope with the problems of dealing with hypotheses, statistics and numbers in general, Humanities students tend to see the experience as both frightening and fascinating. In order to find out the difficulties students of literature encounter when learning to do empirical research, a questionnaire was distributed to 14 participants from different countries who attended the IGEL2 Summer Institute in 2004. Participants were asked how they became interested in empirical studies, what their literary biography was, what they considered the main problems of empirical work to be, and how they thought it related to literary education. Respondents agreed that there is a need to teach students how to deal with real, palpable knowledge by means of well-structured and objective data. This article presents the main problems participants raised in empirical work.
Matthew I. Ayars
3.1 Stylistics: The Methodology Dilemma and a Solution Roman Jakobson’s work outlined in the previous chapter was a precursor to literary-linguistic DA along with a number of other sub-disciplines within both linguistic and literary studies. One of the fields founded on Jakobsonian theory of
Moisés Almela and Pascual Cantos
1 Introduction In corpus linguistics collocation is one of the primary sources of information for lexical semantic analysis. The search for distributional correlates of semantic properties is widely established as a fundamental methodological strategy in the discipline. At the same time, there is a
Theoretical, Computational and Corpus Approaches
Edited by Maite Taboada and Rada Trnavac
Edited by Anita Fetzer and Kerstin Fischer
Hans Martin Lehmann and Gerold Schneider
In this paper we present a corpus-driven approach to the detection of syntax-lexis interactions. Our approach is based on the output of a syntactic parser. We have parsed the British National Corpus and constructed a database of lexical dependencies. Such a large-scale approach allows for a detailed investigation of patterns and constructions associated with individual lexical items found in argument positions.
We then address the methodological problems of such an approach: precision errors (unwanted instances) and recall errors (missed instances) and offer a detailed evaluation. We investigate the interaction between syntax and lexis in verb-subject and verb-object structures as well as the active-passive alternation. We show that our approach provides relatively clean data and allows for a corpus-driven investigation of rare collocations.