The interphonology of contemporary English corpus (IPCE-IPAC)

2021 ◽  
Vol 7 (2) ◽  
pp. 275-289
Author(s):  
Nadine Herry-Bénit ◽  
Stéphanie Lopez ◽  
Takeki Kamiyama ◽  
Jeff Tennant
Keyword(s):  
Learner Corpus ◽  
L2 Learners ◽  
Ongoing Project

Abstract This article presents the IPCE-IPAC corpus, an ongoing project, which has been collected in France, Italy, Spain and China since 2014. The data is collected to investigate the acquisition of segmental and suprasegmental phenomena by L2 learners of English, with a focus on phonemes. The article discusses the methods for the compilation of this original spoken learner corpus, designed to study L2 “interphonology” (Detey, Racine, Kawaguchi, & Zay, 2016), or interlanguage phonology.

scholarly journals Detailed Error Annotation for Morphologically Rich Languages: Latvian Use Case

2020 ◽  
Author(s):  
Roberts Darģis ◽  
Ilze Auzin̦a ◽  
Kristīne Levāne-Petrova ◽  
Inga Kaija
Keyword(s):  
Word Formation ◽  
Language Learner ◽  
Use Case ◽  
Project Development ◽  
Syntactic Structures ◽  
Learner Corpus ◽  
Error Annotation ◽  
Morphologically Rich Languages ◽  
Free Word ◽  
Ongoing Project

This paper presents a detailed error annotation for morphologically rich languages. The described approach is used to create Latvian Language Learner corpus (LaVA) which is part of a currently ongoing project Development of Learner corpus of Latvian: methods, tools and applications. There is no need for an advanced multi-token error annotation schema, because error annotated texts are written by beginner level (A1 and A2) who use simple syntactic structures. This schema focuses on in-depth categorization of spelling and word formation errors. The annotation schema will work best for languages with relatively free word order and rich morphology.

Querying a Static and Dynamic Learner Corpus

2018 ◽  
pp. 494-511
Author(s):  
Trude Heift ◽  
Catherine Caws
Keyword(s):  
Language Learners ◽  
Data Driven ◽  
User Group ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Study Results ◽  
Call System ◽  
L2 Learners ◽  
Activity Types ◽  
Cyclical Process

This chapter discusses the cyclical process of collecting and recycling learner data within the E-Tutor CALL system and presents a study on student usage of its data-driven learning (DDL) tool. E-Tutor consists of a static and dynamic learner corpus for L2 learners of German. The static learner corpus has been constructed from approximately 5000 learners who used the system over a period of five years. These learners provided millions of submissions from a variety of activity types. In addition, all concurrent E-Tutor users contribute data to a dynamic corpus, which allows them to compare and examine their ongoing system submissions to those contained in the static corpus. The authors conducted a study with 84 learners and recorded their interaction with the DDL tool of E-Tutor over one semester. Study results on student usage suggest that investigating sample input of a large, unknown user group might be less informative and of less interest to language learners than their own data. For the DDL tool to be useful for all proficiency levels, training and scaffolding must also be provided.

Underuse of English verb–particle constructions in an L2 learner corpus: Focus on structural patterns and one-word preference

2020 ◽  
Vol 16 (1) ◽  
pp. 189-214 ◽  
Author(s):  
Min-Chang Sung
Keyword(s):  
Structural Type ◽  
Strong Preference ◽  
Structural Patterns ◽  
Learner Corpus ◽  
L2 Learners ◽  
Linguistic Analyses ◽  
Verb Particle Constructions ◽  
Argumentative Essays ◽  
English Verb ◽  
Quantitative Approaches

AbstractThis study analyzes English verb–particle constructions (VPC) in a learner and a native corpus of argumentative essays, focusing on two important factors: structural patterns of VPCs and preference for one-word verbs (e. g.,delayvs.put off). The results showed that while every structural type of VPC was significantly underused by L2 learners, greater underuse was observed with discontinuous transitive VPCs (e. g.,bring it back). In addition, the frequency of the most underused VPCs in the learner corpus was significantly lower than that of their one-word synonyms, indicating the learners’ strong preference for one-word verbs. Identifying these specific areas of difficulty when learning VPCs, the author explores how contrastive linguistic analyses and corpus-based quantitative approaches can collaboratively contribute to the investigation of complex interlanguage systems.

scholarly journals Use and acquisition of mouth actions in L2 sign language learners

2020 ◽  
Author(s):  
Johanna Mesch ◽  
Krister Schönström
Keyword(s):  
Longitudinal Data ◽  
Sign Language ◽  
Language Learners ◽  
Control Group ◽  
L2 Acquisition ◽  
Time Points ◽  
Learner Corpus ◽  
L2 Learners ◽  
Distribution Frequency

Abstract This article deals with L2 acquisition of a sign language, examining in particular the use and acquisition of non-manual mouth actions performed by L2 learners of Swedish Sign Language. Based on longitudinal data from an L2 learner corpus, we describe the distribution, frequency, and spreading patterns of mouth actions in sixteen L2 learners at two time points. The data are compared with nine signers of an L1 control group. The results reveal some differences in the use of mouth actions between the groups. The results are specifically related to the category of mouthing borrowed from spoken Swedish. L2 signers show an increased use of mouthing compared to L1 signers. Conversely, L1 signers exhibit an increased use of reduced mouthing compared with L2 signers. We also observe an increase of adverbial mouth gestures within the L2 group. The results are discussed in relation to previous findings, and within the framework of cross-linguistic influence.

A corpus-based study of contextual factors influencing Korean EFL learners’ dative alternation

2017 ◽  
Vol 40 (1) ◽  
pp. 19-39
Author(s):  
Eu-Jong Song ◽  
Min-Chang Sung
Keyword(s):  
Language Processing ◽  
Native Speaker ◽  
Contextual Factors ◽  
Information Structures ◽  
L2 Acquisition ◽  
Double Object ◽  
Learner Corpus ◽  
Dative Alternation ◽  
L2 Learners ◽  
Linguistic Transfer

Abstract English datives show two syntactic patterns, the double object dative (DOD) and the prepositional dative (PD). The alternation between DOD and PD is influenced by three contextual factors: lexical verbs, syntactic weights, and information structures. However, it has been observed that English dative alternation by second language (L2) learners significantly deviates from the native norm. Accordingly, this study examines whether the three factors are influential when L2 learners produce dative sentences, by analyzing a learner corpus and a native speaker corpus. Results show that the learners produced PD significantly more frequently than the native speakers did. Even when DOD should be contextually preferred, the learners produced many PD sentences. These results suggest that L2 learners have trouble noticing the contextual factors when structuring English datives. The finding is further discussed as it relates to the major tenets of L2 acquisition such as cross-linguistic transfer, constructional knowledge, and language processing.

Putting the CEFR to good use: Designing grammars based on learner-corpus evidence

2013 ◽  
Vol 49 (1) ◽  
pp. 99-115 ◽  
Author(s):  
Michael McCarthy
Keyword(s):  
Native Speaker ◽  
Elementary Level ◽  
Teaching Materials ◽  
Advanced Level ◽  
Grammar Teaching ◽  
Learner Corpus ◽  
Learner Corpora ◽  
L2 Learners ◽  
The Common ◽  
Different Levels

This lecture considers what reference and pedagogical grammars and grammar teaching materials for L2 learners should ideally include, based on corpus evidence from both native-speaker and learner corpora. I demonstrate how learner corpora can be used to track the emergence of grammatical features, from the elementary level to advanced, how learners get to grips with new grammar and what we can learn from the statistical output of error-coded corpora. Additionally, we look at how the divide between lexis and grammar becomes progressively blurred and how corpus information can best be used to produce useful grammars and teaching materials for students at different levels. The advanced level in particular is focused on. The lecture is presented within the framework of the English Profile Project (EPP), a large, international, inter-disciplinary project which uses corpora to investigate learner competence at different levels of the Common European Framework of Reference (CEFR).

scholarly journals Comparing visualization techniques for learning second language prosody

2017 ◽  
Vol 3 (2) ◽  
pp. 250-277 ◽  
Author(s):  
Oliver Niebuhr ◽  
Maria Alm ◽  
Nathalie Schümchen ◽  
Kerstin Fischer
Keyword(s):  
Second Language ◽  
Learner Corpus ◽  
L2 Learners ◽  
Visualization Techniques ◽  
Pattern Visualization ◽  
Better Than

Abstract We tested the usability of prosody visualization techniques for second language (L2) learners. Eighteen Danish learners realized target sentences in German based on different visualization techniques. The sentence realizations were annotated by means of the phonological Kiel Intonation Model and then analyzed in terms of (a) prosodic-pattern consistency and (b) correctness of the prosodic patterns. In addition, the participants rated the usability of the visualization techniques. The results from the phonological analysis converged with the usability ratings in showing that iconic techniques, in particular the stylized “hat pattern” visualization, performed better than symbolic techniques, and that marking prosodic information beyond intonation can be more confusing than instructive. In discussing our findings, we also provide a description of the new Danish-German learner corpus we created: DANGER. It is freely available for interested researchers upon request.

Effects of verb–construction association on second language constructional generalizations in production and comprehension

2020 ◽  
pp. 026765832093262 ◽  
Author(s):  
Min-Chang Sung ◽  
Hyunwoo Kim
Keyword(s):  
Second Language ◽  
High Frequency ◽  
Argument Structure ◽  
Low Frequency ◽  
Judgment Task ◽  
Association Strength ◽  
Corpus Study ◽  
Resultative Constructions ◽  
Learner Corpus ◽  
L2 Learners

How strongly a verb is associated with a construction plays a crucial role in the learning of argument structure constructions. We examined the effect of verb–construction association strength on second language (L2) constructional generalization by analysing L2 learners’ production and comprehension of two complex constructions (i.e. ditransitive and resultative), comparable in constructional complexity and input frequency but distinctive in verb–construction association. Using a learner corpus study, we found greater verbal usage variability in the production of ditransitive rather than resultative constructions. The results of an acceptability judgment task indicated that L2 learners accepted the ditransitive sentences regardless of whether they contained high-frequency or low-frequency verbs, but learners were more likely to accept the resultative sentences when they read high-frequency rather than low-frequency verbs. These findings suggest that verb–construction association affects the learning of argument structure constructions, supporting its contribution to the constructional generalization.

scholarly journals The problematic issue of grammatical gender in Arabic as a foreign language

2016 ◽  
Vol 4 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Fatima A. Alkohlani
Keyword(s):  
Foreign Language ◽  
Grammatical Gender ◽  
Gender Agreement ◽  
Gender Assignment ◽  
Considerable Difficulty ◽  
Learner Corpus ◽  
L2 Learners ◽  
Problematic Issue ◽  
Demonstrative Pronouns ◽  
Gender System

AbstractMany languages of the world have a grammatical gender system that divides all nouns into gendered categories. The gender assigned to a given noun requires gender agreement with associated items in the sentence, such as: determiners, adjectives, and demonstrative pronouns. Research in the area of grammatical gender acquisition has found that this grammatical category poses considerable difficulty for L2 learners. However, rarely was this area of difficulty the focus of L2 studies in Arabic. The present study focuses on the problematic issue of grammatical gender in Arabic as a foreign language. It examines advanced Arabic L2 learners’ written errors of gender assignment and agreement in the Arabic Learner Corpus (ALC) v2, compiled by Alfaifi, Atwel, and Hedaya (2014). Based on the classification and analysis of the errors, possible factors of the difficulty facing L2 learners in assigning the correct gender are discussed, and recommendations to reduce their effects are suggested.

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