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## Francesca Coccetta*

## First Steps towards Multimodal Functional Concordancing

## Abstract

The development of the MCA ( Multimodal Corpus Authoring System ,  Baldry  2005, Baldry/Beltrami  2005)  online  corpus  construction  and  concordancing  system,  capa  ble  of  investigating  a  variety  of  multimodal  texts  without  denuding  them  of  their distinguishing features, has led to extensive research on the integration of multimodal corpora, and multimodal concordancing in particular, into university syllabuses in the past few years (Baldry et al. 2005, Grunther 2005, Ackerley/Coccetta 2007b, Baldry 2007, in press, Grunther 2007, Coccetta in press, Dalziel/Metelli in press). This article describes a pilot project set up at the University of Padua (Coccetta 2004) which through the use of the MCA system made a small corpus of fi  lm texts, the English Language Learning Oriented (ELLO) fi  lm corpus, more easily accessible to language learners and allowed them to investigate: a) how a specifi  c language function (van Ek/Trim 1998a, 1998b, 2001) is enacted by a set of different language forms and b) the ways in which the various manifestations of this function perform in relation to the multimodal co-text in which they are produced. In so doing, it illustrates some of the benefi  ts this approach brings  to  language  learning  and  gives  examples  of  teaching  materials  based  on  the ELLO fi  lm corpus which are designed to promote language learners' communicative competence.

## 1. Introduction

Johns' pioneering work (1991) on the use of corpora in the language classroom has aroused lively interest in the corpus-based approach to language  teaching  and  learning:  applications  of  DDL  (Data-DrivenLearning) and its benefi  ts are exemplifi  ed in works by Partington (1998), Thurstun/Candlin (1998), Gavioli/Aston (2001), Hunston (2002) and many others. In these studies, the language learner puts her/himself in

* Francesca Coccetta University of Padua Dipartimento di Lingue e Letterature Anglo-Germaniche e Slave Via Beato Pellegrino, 26 IT-35137 Padua francesca.coccetta@unipd.it

Hermes - Journal of Language and Communication Studies no 41-2008

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43

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the shoes of what Johns (1991: 2) calls a 'research worker' and by deductive and inductive activities based on KWIC (Key Word in Context) concordances s/he discovers the behaviour of lexicogrammatical patterns.

The present article is informed by this research, but discusses some of  the  limitations  of  KWIC concordancing and word-based concordancers when investigating a corpus for language functions (Section 2). In furtherance of this goal, the article provides practical examples taken from the ELLO fi  lm corpus, a small corpus of fi  lm texts compiled with language learning purposes in mind (Coccetta 2004, Ackerley/Coccetta 2007b). In Section 3, it illustrates the online multimodal concordancer MCA and in Section 4 it exemplifi  es how this system was used to investigate the fi  lm corpus. In so doing, the article proposes a new concordancing approach, namely the multimodal functional approach , designed to promote communicative competence, and functional competence in particular. In Section 5, the article illustrates some classroom applications of the multimodal functional concordancing approach and in Section 6 it contextualises this approach vis-à-vis overall approaches to multimodal concordancing. Finally, in the concluding remarks, the article provides students' feedback on this new approach to language learning.

## 2. Limitations of KWIC concordances and word-based concordancers

A KWIC approach is particularly useful when investigating the meaning of words and how they behave, but when the main focus of analysis is interaction, and language functions in particular, the language learner may run into some diffi  culties. Lists of language functions presenting the linguistic forms which realize them (see, for example, van Ek/ Trim 1998a, 1998b, 2001) can be used as a starting point for the investigation of a corpus. Nevertheless, this might turn out to be an industrious and time-consuming process, the results of which might not be the ones the language learner required. For example, if s/he were to exploit a corpus for the various linguistic forms enacting the function 'expressing intentions' following the indications given in Threshold 1990 (van Ek/Trim 1998a: 34), the language learner would search for 1) going to and its colloquial variant gonna , 2) will and its contracted form, 3) the

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- Concordance Results 1: will

Hit KWIC

WAITER Non-smoking. Tanya will seat you. (to Tanya) Table fi:

is expecting me for dinner. Will you tell him that I'm zunning i

X

File

doubtfire\_ea

doubtfire\_ea

gonna tell you a story that will make your balls shrink to the s

notting\_hosp

I MORNING THELMA Okay. I will, too, then. LOUISE (V.O.) And

repes sufflé for dessert it will be a good idea to order now.

thelma\_arran

woman\_eating

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verb intend(s) to , 4) and the expression be thinking of . Figure 1 shows the concordance lines for the word will retrieved with AntConc 3.2.1 in the fi  lm corpus mentioned above.

Figure 1. KWIC concordance for will retrieved with AntConc 3.2.1 in the ELLO fi  lm corpus

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In actual fact, the concordance lines do not provide every instance of will used to express intentions. What they present are a variety of uses of will :  by  analysing  the  co-text  (Sinclair  1991),  a  language  learner might deduce that will can be used to give a military-type order (Swan 1995: 601) (line 1), to express a request (line 2), a confi  dent assertion (line 3), intentions (line 4) and to give advice (line 5).

In order to extract linguistic information, a corpus can be annotated. Among the various types of corpus annotation are POS tagging for parts of  speech,  lemmatization  for  lemmas,  semantic  annotation,  pragmatic annotation, and so on. Even though corpus annotation for language functions may sort out the problem described above, another question needs to be considered, namely context. As Halliday (1989: 10) states, language is context-dependent. For example, with the utterance 'Tanya will seat you' (line 1 in Figure 1) it is the context that reveals the meaning of will . The utterance in question is taken from the fi  lm Mrs. Doubtfi  re (Columbus 1993). In this sequence Mr. Lundy goes to the Bridges Restaurant to have a business meeting with Daniel. As soon as Mr. Lundy enters the restaurant (see the transcription of the entire phase below), the head waiter, who is standing behind the reservation desk, welcomes him and orders Tanya, one of the waitresses, to seat him. The man's linguistic choice for a military-type order refl  ects the power his

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3

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status of head waiter gives him over Tanya. The video reveals that this is also refl  ected in the different kinesic actions the head waiter and Tanya perform: the man is the one who performs the honours of the house and engages in the conversation with Mr. Lundy, while Tanya silently watches the verbal exchange between the two men.

WAITER: Good evening, Mr. Lundy.

MR. LUNDY: I'm meeting someone. Has he arrived yet?

WAITER: No, I'm sorry, he hasn't arrived yet, but we can seat you. The smoking or non-smoking?

MR. LUNDY: Non-smoking, please.

WAITER: Non-smoking. Tanya will seat you. (to Tanya) Table fi  fteen.

TANYA: This way, please.

This example shows the importance of the video to get the overall picture of the meaning of the concordance. However, software tools that provide access to the original text for each concordance are far from being abundant. A tool capable of doing this is the multimodal concordancer MCA , illustrated in the next section.

## 3. Exploiting the ELLO fi  lm corpus with MCA

The  ELLO  fi  lm  corpus  was  made  accessible  to  language  learners through the online multimodal concordancer MCA .  The  concordancer allows the retrieval of recurrent patterns in a tagged corpus of multimodal texts, such as spoken texts (Coccetta in press, Dalziel/Metelli in  press),  advertisements  delivered  by  every  major  medium  (Baldry/ Thibault 2006), websites (Baldry/O'Halloran forthcoming) and so on, and for each concordance it provides access to the original multimodal text. The availability of the original text is of particular benefi  t for the language learner, because s/he can see how the searched-for pattern interacts with the other semiotic resources in the text. Through the ELLO fi  lm corpus, s/he gets examples of language in context thus gathering information about the setting where the interactive event is taking place, the participants, their roles and relations, their moods, and so on. What is more, s/he can analyse what Baldry (in press) defi  nes as the multimodal co-text : s/he can see how language intertwines with other resources such as gaze, facial expressions, gesture and so on.

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For a corpus to be searchable, it needs to be associated with the set of  parameters  that  describe  its  features.  The  parameters  are  selected from those constituting the tagging system, or grammar , for the corpus. The grammar developed to annotate the texts in the ELLO fi  lm corpus is based on van Ek and Trim's functional model (van Ek/Trim 1998a) 1 , which lists the language functions that learners at the B1 level of the Common European Framework of Reference (Council of Europe 2001) should be able to express in order to deal successfully with transactional situations in everyday life.

The following section exemplifi  es how the ELLO fi  lm corpus can be exploited for language functions and the kind of information the language learner can gain.

## 4. Multimodal functional concordancing

As shown above, investigating a corpus with a text-based concordancer to see if a language function is enacted is a time-consuming process and the hits the language learner retrieves may not meet her/his requirements. On the contrary, to do this in MCA s/he simply selects the language function from a drop-down menu in the search engine included in MCA .  Table 1 presents some of the concordances for the function 'expressing intentions'.

1. I was going to go to the Holliwell Bridge and do some shooting over there.
2. I'll make something nice we can warm up when you get here.
3. I'll drive my pickup and meet you there.
4. She's runnin' away with me.
5. I'm just gonna bring everything.
6. I'll deliver the message personally, sir.
7. I'm not, I'm not pulling over now.
8. I have no intention of moving, Offi  cer.

Table 1. Some results for the function 'expressing intentions' retrieved with MCA in the ELLO fi  lm corpus

1 In order to be applied to the corpus, van Ek and Trim's functional model required some changes. For an account of these changes see Coccetta 2004 and Ackerley/Coccetta 2007.

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The concordance shows the different set of linguistic forms that enact the function 'expressing intentions': NP + be + going to + VPinf, NP + will + VPinf, NP + be + VPgerund and NP + intend(s) to + VPinf. As each concordance is provided with a Media Player button that gives access to the associated fi  lm clip, the language learner can investigate the context and deduce the meaning each form expresses. For example, in 'I'll deliver the message personally.' (Columbus 1993) will expresses a decision taken at the moment of speaking.

In MCA two  or  more  parameters  can  be  combined. As  far  as  this study is concerned, it is possible to combine two language functions, thus allowing the analysis of adjacency pairs (Schegloff/Sacks 1973). Table 2 shows some of the results retrieved for the sequence of functions 'introducing people to others' ^ 'replying when someone is introduced to you'.

Table 2. Some results for the sequence of functions 'introducing people to others' ^ 'replying when someone is introduced to you' retrieved with MCA in the ELLO fi  lm corpus

|   1. | introducing people to others replying when someone is introduced to you   | May I introduce my friend, Harry… Hallo, Harry. How are you?        |
|------|---------------------------------------------------------------------------|---------------------------------------------------------------------|
|   2. | introducing people to others replying when someone is introduced to you   | And Miss Billie Dawn. Billie Dawn. What a beautiful name.           |
|   3. | introducing people to others replying when someone is introduced to you   | This is my wife Beatrice. Mmm. Charmed.                             |
|   4. | introducing people to others replying when someone is introduced to you   | This is Senator Down, and his wife, Lily. Pleasure to meet you.     |
|   5. | introducing people to others replying when someone is introduced to you   | And over here is Senator and Mrs. Hedges. Senator. Good to see you. |
|   6. | introducing people to others                                              | Carla, Louanne Johnson.                                             |
|   7. | introducing people to others                                              | This is Kathleen.                                                   |

The multimodal co-text reveals the kinesic actions that co-occur with the introductions. For example, it shows that the person performing the introduction gestures in the direction of the person being introduced; people shake hands once they have been introduced; and in certain circumstances a man might bow while shaking hands with women as a sign of respect. This turns out to be of particular use to raise the learners' intercultural awareness. In addition, the multimodal co-text is useful to understand why in lines 6 and 7 the utterances do not form a complete adjacency pair. As to 'Carla, Louanne Johnson.' (Smith 1995), it may seem that Carla is impolite because she does not reply to the introduction. However, the video reveals that this is not the case: Carla shakes hands with Louanne and she even smiles at her.

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The second utterance - 'This is Kathleen.' - is taken from the fi  lm You've  Got  Mail (Ephron  1998).  In  this  sequence,  the  night  before Thanksgiving, Kathleen is at the cash desk in an overcrowded supermarket. When the cashier totals up her purchases, she hands over her credit card, but the annoyed cashier refuses it as she is standing at a cash-only desk. Kathleen's insistence on paying with her credit card puts the people behind her in the queue in a bad mood and they start complaining. Luckily, Joe, an acquaintance of Kathleen's, turns up to help her. What follows is the beginning of the sequence where Joe charms the cashier, Rose, and makes her accept Kathleen's credit card.

JOE: Hi. (off her nametag, big smile) Rose. That is a great name, Rose. This is Kathleen, I'm Joe.

HENRY: And I'm Henry.

JOE: Henry, how are you? Happy holidays. This is a credit card machine?

Rose just stares at him.

JOE:  (cont'd)  Happy  Thanksgiving.  It's  your  turn  to  say  'Happy Thanksgiving' back.

CASHIER: Happy Thanksgiving back.

Joe looks at her, winks.

The transcription shows that Joe and Henry, one of the annoyed customers standing in line, do not give the cashier the time to reply to the introduction. On the other hand, the multimodal co-text displayed by the video reveals that the woman is so charmed by Joe's good manners that she is unable to utter a word. We can conclude that the multimodal co-text can help clear up doubts that unclear concordances may raise.

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What follows is a list of utterances taken from the corpus. Identify not only all

functions they express, but specify also their intended function. When you do the

exercise do not forget to take into consideration the context in which the utterances

are produced. To view the clips follow the instructions given on the first exercise.

3. You may, sir. (Clip 7, Phase 7, Utterance 2)

· Denying permission to do something.

Accepting assistance at the restaurant.

Giving permission to do something.

Intended function:

## 5. Multimodal corpus-based teaching materials

The  fi  lm  corpus  and MCA were  used  to  develop  teaching  materials which analyse language, and language functions in particular, in relation to their context and multimodal co-text. An example is given in Figure 2 (Coccetta 2004: 179).

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Figure 2. Exercise focusing on the meaning of language functions in relation to their context (Coccetta 2004: 179)

In this exercise the language learners are given some utterances taken from the ELLO fi  lm corpus and they are required to identify the functions they express. They are then asked to watch the video in which the utterances are uttered and decide the function they express, namely what the speakers intended when they produced them. For example, the utterance 'You may, sir.' (Brest 1992) can be used to give permission to do something and to answer questions asking for confi  rmation. However, it is by analysing the context that the intended function the speaker wants to express can be understood, namely 'accepting assistance at the restaurant'. The utterance is taken from the sequence of the fi  lm Scent of a Woman (Brest 1992) where Frank and Charlie are at the restaurant having dinner together. When the waiter approaches their table he says: 'May I tell you our specials?'. By saying this he is offering Frank and Charlie assistance with their choice of dish.

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Exercise 1: Focus on grammar

In everyday communication the same language function can be realized by different

grammatical structures according to the specific meanings speakers want to express.

Match the utterances on the left with their correct meaning on the right.

2.

3.

Meanings

A. Expressing a future decision,

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intention or plan made before the

moment of speaking

B. Expressing a decision taken at the

moment of speaking

Utterances

1. I'll drive my pickup and meet you

there. (Clip I, Phase 6, Utterance 2)

2. She's running away with me

Clip 3, Phase I, Útterance 4)

Figure 3 shows another sample activity (Coccetta 2004: 160) which focuses on three of the linguistic forms that realize the function 'expressing intentions'. The learners are given three utterances taken from the ELLO fi  lm corpus and are required to identify the meaning each utterance expresses. To do this, they are asked to watch the phase (for phase see Thibault 2000 and Baldry/Thibault 2006) in which they are uttered.

Figure 3. Exercise focusing on the linguistic forms that realize the function 'expressing intentions' (Coccetta 2004: 160)

As regards the utterance 'I'll drive my pickup and meet you there.', taken from the fi  lm The Bridges of Madison County (Eastwood 1995), the context (see the transcription of the phase given below) reveals that Francesca's decision to meet Robert is taken at the moment of speaking: Francesca pauses for a long time before taking her decision thus indicating she is considering it very carefully.

ROBERT: You know, it's just a thought. Maybe you'd like to come along with me.

FRANCESCA: (long pause) Yes, I would like that, but I'll drive my pickup and meet you there. All right?

ROBERT: All right.

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```
FRANCESCA: What time? ROBERT: How 'bout six? FRANCESCA: O… Ok… Okay. ROBERT: Great. Okay.
```

However, one single example might not be suffi  cient for the learners to identify the meaning each linguistic form expresses. In that case, they can retrieve other utterances in the corpus where the linguistic form under analysis is used to express an intention. Table 3 shows some a concordance showing how the function 'expressing intentions' is realized by both will and its contracted form.

1. I will, too, then.
2. I'll do my best, sir.
3. I'll just take my one chance to say it.
4. I'll wait outside.
5. Miss Johnson, I… I'll cut to the chase.
6. I'll be right with you.
7. I, I, I'll show you some I.D. But I'm not gonna spread 'em.
8. I'll do the talkin'.
9. I'll just stay here until your friend gets here.

Table 3. Some results for the function 'expressing intentions' realized by both will and its contracted form retrieved with MCA in the ELLO fi  lm corpus

What is striking about the concordances presented in Table 3 is that there is just one example of will in the full form (Concordance 1). Moreover, it is followed by ellipsis of the verb. This was taken as the starting point for a series of exercises on the difference between will and its contracted form where the language learners are asked to refl  ect on their different pronunciation, their frequency, and on the fact that, unlike the latter, the former can be followed by ellipsis of the verb.

As a fi  rst  step,  the  learners  are  given a grammar box pointing out that 'll is never stressed, because if it were stressed contraction would not be possible. Then, to check if the statement is true, they are asked to search the corpus for all the occurrences of 'll and watch some of the clips at their will. Finally, they are instructed to use the corpus to see if, Exercise 5: Exploration of the corpus Carry out the following search:

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parameter" menu

1. Select the EXPRESSING INTENTIONS parameter from the first "Select the

2. Write the word WILL in the empty box at the end of the first line.

3. Click Compact Search.

1.

I will, too, then.

In the sentence you got the verb is omitted: this is an example of verbal ellipsis.

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View the clip and decide if the following statement is true or false. To view the

clip you must click the Windows Media Player button placed on the left side of

the clip number.

The auxiliary verb will is stressed.

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on the other hand, will is stressed. The last exercise and its key is given in Figure 4.

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Figure 4. Exercise focusing on the pronunciation of will (Coccetta 2004: 163164)

Notice that exercises focusing on pronunciation, such as those described above, are possible because MCA allows the user to gain access to the original fi  le for each concordance.

Experimentation carried out on university students (for a detailed report on the experimentation see Coccetta 2004) demonstrated that the learners noticed the difference in pronunciation between the contracted form and the full form. They also concluded that in 'I will, too, then.' (Scott 1991) will recovers the verb used in the previous utterance:

LOUISE: I'm just gonna bring everything.

THELMA: Okay. I will, too, then.

Finally,  they  concluded that when the verb is omitted the contracted form cannot be used.

## 6. Discussion

Multimodal concordancing is an umbrella term for a variety of different options available in the investigation of multimodal corpora with

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MCA . These options are sketched out by Baldry (in press) and Baldry/ Thibault (forthcoming) in a Concordance Matrix that  combines  four concordance types with four concordancing procedures (see Table 4).

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## Concordance types

- monomodal form-oriented 1. concordances;
- monomodal meaning-oriented 2. concordances;
- multisemiotic form-oriented 3. concordances;
- multisemiotic meaning-oriented 4. concordances.

Table 4. Concordance Matrix providing a series of options to investigate multimodal corpora within the MCA project (Baldry in press, Baldry/Thibault forthcoming)

This article has given examples of Option 2b in the Matrix , namely the monomodal meaning-oriented, media-indexed concordance. This concordancing technique is monomodal because it focuses on one semiotic resource, in this case language, and meaning-oriented because it provides information about the functions different language forms have in specifi  c  contexts.  However,  because  of  the media-indexed procedure which links each concordance to its associated fi  lm sequence, it has a multimodal co-text ,  i.e.  a  co-text  that extends to resources other than language. Therefore, in the expression 'multimodal functional concordancing'  the  word  'multimodal'  refers  essentially  to  the  extended  cotext.

The possibility of combining two or more parameters provided by MCA is  stimulating  research  into multisemiotic concordances, namely concordances that explore the relationship between two or more resources (Baldry/Thibault 2006, forthcoming). For example, if the ELLO fi  lm corpus were tagged for kinesic actions, language learners could explore the different kinesic actions that accompany introductions. However, further research into this area of multimodal concordancing needs to be carried out in particular in relation to classroom applications.

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## Concordancing procedures

- default type (KWIC a. concordancing);
- media-indexed type; b.
- tabulated type; c.
- overlay/captioned type. d.

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## 7. Conclusions

The study presented in this article has illustrated how some of the problems which tend to arise when investigating a corpus for language functions can be overcome by the use of the multimodal concordancer MCA . In so doing, the article has introduced the concept of multimodal functional concordancing and has exemplifi  ed some classroom applications of this concordancing approach.

Experimentation carried out with university students (Coccetta 2004, Ackerley/Coccetta 2007b) has shown that students were enthusiastic about this new way of accessing fi  lm texts as exemplifi  ed in the feedback given by one of the students who participated in the experimentation:

I think that using MCA is really useful to improve our English because I  think  it  is  more  important  to  learn  spoken  English  instead  of  just knowing the 'rules'!

I didn't fi  nd any particular diffi  culty in using the system… except the connection is quite slow because I'm using it from home!

The exercises were great and funny because I had to do searches and discover the correct answer by myself, not just by listening and repeating what somebody else says!

Not  surprisingly,  these  promising  results  are  encouraging  further  research  including  research  into  multimodal  functional  concordancing (Ackerley/Coccetta  2007a)  and  a  further  development: multimodal functional-notional concordancing (Coccetta in press).

## References

## Books and articles

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- Baldry, Anthony in press: Turning to Multimodal Corpus Research for Answers to a Language-course Management Crisis. In Taylor Torsello, Carol et al. (eds.), Corpora for University Language Teachers. Bern: Peter Lang.

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- Baldry, Anthony 2007: What are Concordances for? Getting Multimodal Concordances to Perform Neat Tricks in the University Teaching and Testing Cycle. In Baldry et al. (eds.), From Didactas to Ecolingua. Trieste: Dipartimento di Scienze del Linguaggio, dell'Interpretazione e della Traduzione, Università di Trieste, 39-55.
- Baldry, Anthony 2005: A Multimodal Approach to Text Studies in English. The Role of MCA in Multimodal Concordancing and Multimodal Corpus Linguistics. Campobasso: Palladino.
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- Thurstun, Jennifer/Candlin, Christopher 1998: Concordancing and the Teaching of the Vocabulary of Academic English. In English for Specifi  c Purposes 17, 267-280.
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- van Ek, Jan Ate/Trim, John Leslie Melville 1998b: Waystage 1990. Cambridge: Cambridge University Press.

## Film sources

Brest, Martin 1992: Scent of a Woman. Universal Pictures.

Columbus, Chris 1993: Mrs. Doubtfi  re. Twentieth Century Fox.

Eastwood, Clint 1995: The Bridges of Madison County. Warner Bros. Pictures.

Ephron, Nora 1998: You've Got Mail. Warner Bros. Pictures.

Scott, Ridley 1991: Thelma & Louise. MGM.

Smith, John N. 1995: Dangerous Minds. Hollywood Pictures.

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## Software

AntConc 3.2.1. http://www.antlab.sci.waseda.ac.jp/software.html MCA. http://mca.unipv.it

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