scholarly journals Corpus-informed application based on Korean Learners’ Corpus: substitution errors of topic and nominative markers

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Jihye Chun ◽  
Mi Hyun Kim
Keyword(s):  
Error Rate ◽  
Statistical Data ◽  
Detailed Examination ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Common Mistake ◽  
Proficiency Level ◽  
Practical Tool ◽  
Korean Learners ◽  
Methods Of Application

AbstractThis study aims to demonstrate the need for learner-corpus-informed applications and proposes methods of application that promote the proper use of Korean topic and nominative markers. This study extracted 3004 pieces of error from the error-annotated corpus of the Korean Learners’ Corpus, the largest Korean learner corpus to date. A detailed examination of the above data was conducted to subdivide the types of substitution errors related to the topic and nominative markers, and to analyze the error rate according to the type of error and level of proficiency. The statistical data revealed no consistent correlation between the error rate and proficiency level. Furthermore, based on the proportion of error types by proficiency level, this study proposes the use of common mistake boxes with real errors; these errors are generally committed by learners of all proficiency levels and are not presumed problematic by grammarians or intuition-based teachers. These boxes can, therefore, be utilized as a practical tool for inclusion in pedagogical materials, such as learner’s dictionaries and textbooks.

scholarly journals Evaluating Korean learners’ English rhythm proficiency with measures of sentence stress

2019 ◽  
Vol 40 (6) ◽  
pp. 1363-1376 ◽  
Author(s):  
Ho-Young Lee ◽  
Jieun Song
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Error Rate ◽  
First Language ◽  
L2 Proficiency ◽  
Speech Rhythm ◽  
Proficiency Levels ◽  
Sentence Stress ◽  
Korean Learners

AbstractPrevious research has suggested that the production of speech rhythm in a second language (L2) or foreign language is influenced by the speaker’s first language rhythm. However, it is less clear how the production of L2 rhythm is affected by the learners’ L2 proficiency, largely due to the lack of rhythm metrics that show consistent results between studies. We examined the production of English rhythm by 75 Korean learners with the rhythm metrics proposed in previous studies (pairwise variability indices and interval measures). We also devised new sentence stress measures (i.e., accentuation rate and accentuation error rate) and investigated whether these new measures can quantify rhythmic differences between the learners. The results found no rhythm metric that significantly correlated with proficiency in the expected direction. In contrast, we found a significant correlation between the learners’ proficiency levels and both measures of sentence stress, showing that less-proficient learners placed sentence stress on more words and made more sentence stress errors. This demonstrates that our measures of sentence stress can be used as effective features for assessing Korean learners’ English rhythm proficiency.

scholarly journals ‘Almost people’: A Learner Corpus Account of L2 Use and Misuse of Non-numerical Quantification

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Peter Crosthwaite ◽  
Lavigne L.Y. Choy ◽  
Yeonsuk Bae
Keyword(s):  
English Learners ◽  
English Speakers ◽  
L2 Proficiency ◽  
L1 Transfer ◽  
Learner Corpus ◽  
Proficiency Level ◽  
Closed Class ◽  
Corpus Data ◽  
Noun Number ◽  
L1 English

AbstractWe present an Integrated Contrastive Model of non-numerical quantificational NPs (NNQs, i.e. ‘some people’) produced by L1 English speakers and Mandarin and Korean L2 English learners. Learner corpus data was sourced from the ICNALE (Ishikawa, 2011, 2013) across four L2 proficiency levels. An average 10% of L2 NNQs were specific to L2 varieties, including noun number mismatches (*‘many child’), omitting obligatory quantifiers after adverbs (*‘almost people’), adding unnecessary particles (*‘all of people’) and non-L1 English-like quantifier/noun agreement (*‘many water’). Significantly fewer ‘openclass’ NNQs (e.g a number of people) are produced by L2 learners, preferring ‘closed-class’ single lexical quantifiers (following L1-like use). While such production is predictable via L1 transfer, Korean L2 English learners produced significantly more L2-like NNQs at each proficiency level, which was not entirely predictable under a transfer account. We thus consider whether positive transfer of other linguistic forms (i.e. definiteness marking) aids the learnability of other L2 forms (i.e. expression of quantification).

scholarly journals Mathematical models as practical tool for road fatalities forecasts on road network in regions

2018 ◽  
Vol 231 ◽  
pp. 01018 ◽  
Author(s):  
Joanna Wachnicka
Keyword(s):  
Mathematical Models ◽  
Traffic Safety ◽  
Road Safety ◽  
Regression Models ◽  
Road Network ◽  
Statistical Data ◽  
Safety Management ◽  
National Data ◽  
Local Characteristics ◽  
Practical Tool

The analysis of national data on the number of deaths showed that in Poland from 2010 to 2016 it was possible to reduce the number of fatalities by about 22%. The tendency of changes in the number of fatalities, however, is not homogeneous. When data of individual voivodships is analyzed, the situation is different. The largest reduction in fatalities in the analyzed period of time concerned voivodship Świętokrzyskie, where there was more than 45% drop in the number of fatalities. The following voivodships: Łódzkie, Lubelskie and Podkarpackie recorded a decrease in over 30% of fatalities. Unfortunately, at the end of the classification there were four voivodships with a fall below 8%, and what is disturbing voivodship Lubuskie recorded a nearly 5% increase in the number of fatalities. The current traffic safety management at the level of voivodships is often the implementation of central recommendations, which, as results from the analysis of statistical data, are not equally effective in every province. Therefore, models for forecasting changes in road safety are required. Taking into account local characteristics and implemented actions can be used to manage security more effectively at the regional level. This paper presents examples of the use of mathematical models to predict the number of fatalities in individual voivodships depending on the adopted action scenarios. Regression models were developed, taking into account demographic, infrastructural, economic and automotive factors. It turned out that in individual voivodships, various factors affect the level of road safety on roads differently. Therefore, an individual approach to each voivodship is important in order to reliably forecast the level of security.

scholarly journals Reading Strategies Used in Reading Academic Texts by Students of High and Intermediate Reading Proficiency Levels

K ta Kita ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 82-87
Author(s):  
Johan Setiawan ◽  
Nani Indrajani Tjitrakusuma
Keyword(s):  
Learning Process ◽  
Reading Strategies ◽  
Reading Skills ◽  
Reading Proficiency ◽  
Text Structure ◽  
English Department ◽  
Elaborative Interrogation ◽  
Proficiency Levels ◽  
Academic Texts ◽  
Proficiency Level

In this study, the reading strategies used by students of high and intermediate reading proficiency levels were qualitatively examined. Reading strategies are important factors that affect someone's reading proficiency. In the development of education, reading strategies are continuously carried out to facilitate the learning process and sharpen students' reading skills. The purpose of this study is to discover the reading strategies used by the English Department students with high and intermediate reading proficiency levels in reading academic texts. This study uses reading strategies theory by Grabe (2009) combined with the interview questions by Mokhtari and Reichard (2002) to examine the reading strategies of ten participants consisting of five people with high reading proficiency level and five other people with intermediate reading proficiency level. This study showed that students of high reading proficiency levels tend to use more reading strategies than students with intermediate reading proficiency level. The biggest difference is in the use of text-structure awareness and inferencing strategies. It indicates that the mastery of text structure is directly related to reading effectiveness. Without text structure awareness, other reading strategies such as summarizing, inferencing, and elaborative interrogation will be seriously disrupted. Keywords:  Reading Strategies, Academic Text, High Reading Proficiency Level, Intermediate Reading Proficiency Level

scholarly journals Does Proficiency Level Affect Learners’ Lexical Access in L1 and L2?

2021 ◽  
Vol 15 (1) ◽  
pp. 56-67
Author(s):  
Muzakki Bashori
Keyword(s):  
Lexical Access ◽  
Doctoral Degree ◽  
Degree Programs ◽  
Language Performance ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Proficiency Level ◽  
Doctoral Degree Programs ◽  
Insignificant Difference ◽  
L1 And L2

Proficiency level is one important factor that contributes to learners’ language performance. Learners with higher proficiency levels tend to perform lexical access better and faster than those with lower proficiency. This study aims to investigate whether proficiency level affects lexical access in L1 and L2. The research involved seven Indonesian university students of master’s and doctoral degree programs at a university in the Netherlands who possess different proficiency levels. Two scrambled texts in the participants’ L1 and L2 were employed to test the participants. Meanwhile, the paired-samples t-test and correlation analysis were used to report the experiment. The results revealed an insignificant difference and a negative correlation between proficiency level and the number of errors and reading time. However, on average, the more proficient learners outperformed the less proficient, thus indicating that they may possess more complex lexical access in L1 and L2. Further studies are needed to provide other useful insights on this topic.

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.

The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Corrective Feedback ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Feedback Type ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
High Preference ◽  
Oral Corrective Feedback ◽  
The Impact

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

SLA developmental stages in the CEFR-related learner corpus MERLIN

2020 ◽  
Vol 6 (1) ◽  
pp. 1-37
Author(s):  
Katrin Wisniewski
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Developmental Stages ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Linguistic Evidence ◽  
Proficiency Assessment ◽  
The Common ◽  
Assessment Research

Abstract Little is known about the link between Second Language Acquisition (SLA) developmental stages (Pienemann 1998) and the Common European Framework of Reference (CEFR) proficiency levels. Therefore, this study examines the inversion (INV) and verb-end (VEND) stages in L2 German MERLIN texts rated B1 (N = 104) or A2 (N = 32). Two acquisition criteria are applied to individual texts (emergence, Pienemann 1998; 75%-correct, Ellis 1989) and combined with analyses of texts grouped at CEFR levels. Results suggest links between developmental stages and CEFR levels: VEND was emerged in 44% of B1 texts, while most A2 texts did not contain VEND. Many B1 texts (61.5%), but only 37.5% of A2 texts showed emergence of INV. However, analyses also revealed persisting problems with INV accuracy at B1. More generally, the study points out shared challenges for Learner Corpus Research, SLA, and proficiency/assessment research related to the availability of linguistic evidence in learner texts.

scholarly journals L1 INFLUENCE ON THE ACQUISITION ORDER OF ENGLISH GRAMMATICAL MORPHEMES

2015 ◽  
Vol 38 (3) ◽  
pp. 365-401 ◽  
Author(s):  
Akira Murakami ◽  
Theodora Alexopoulou
Keyword(s):  
Absolute Accuracy ◽  
L2 Acquisition ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Grammatical Morphemes ◽  
L1 Influence ◽  
Acquisition Order ◽  
The Absolute ◽  
Universal Order

We revisit morpheme studies to evaluate the long-standing claim for a universal order of acquisition. We investigate the L2 acquisition order of six English grammatical morphemes by learners from seven L1 groups across five proficiency levels. Data are drawn from approximately 10,000 written exam scripts from the Cambridge Learner Corpus. The study establishes clear L1 influence on the absolute accuracy of morphemes and their acquisition order, therefore challenging the widely held view that there is a universal order of acquisition of L2 morphemes. Moreover, we find that L1 influence is morpheme specific, with morphemes encoding language-specific concepts most vulnerable to L1 influence.

scholarly journals Automatic analysis of passive constructions in Korean

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Gyu-Ho Shin ◽  
Boo Kyung Jung
Keyword(s):  
Perfect Match ◽  
Extraction Process ◽  
Automatic Analysis ◽  
Special Focus ◽  
Passive Construction ◽  
Learner Corpus ◽  
Written Production ◽  
Learner Corpora ◽  
Korean Learners ◽  
Manual Extraction

Abstract The present study aims to explore the applicability of automatic analysis to L2-Korean learner corpora, with a special focus on learners’ use of a clause-level construction. For this purpose, we investigate L1-Mandarin L2-Korean learners’ written production of two passive construction types in Korean – suffixal and periphrastic – by devising a pattern-extraction process through NLP techniques. We focus on reporting how the passive constructions are identified and extracted from learner writing automatically, given language-specific features involving the passive. A total of 72 essays were analysed by adapting an existing pipeline (developed by Shin, forthcoming), with enhanced tokenisation and annotation through manual revision of the data. Results showed that our automatic pattern-finder identified more instances than manual extraction for the suffixal passive and yielded a perfect match with manual extraction for the periphrastic passive. Implications of the findings are discussed in regard to strengths and drawbacks of the automatic analysis of learner writing, with suggestions for improving currently available tools for learner corpus research in Korean.

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