scholarly journals Challenges of Learner Corpus Annotation: Focusing on Korean Learner Language Analysis (KoLLA) System

2016 ◽  
Vol 38 (null) ◽  
pp. 221-251 ◽  
Author(s):  
이선희 ◽  
Ross Israel ◽  
markus dickinson
Keyword(s):  
Corpus Annotation ◽  
Learner Corpus ◽  
Language Analysis ◽  
Learner Language

scholarly journals Actual decomposition of the L2 French noun phrase in the predicate construction in the final written examination

2020 ◽  
pp. 39-49
Author(s):  
Vitalija Kazlauskienė
Keyword(s):  
Noun Phrase ◽  
Teaching And Learning ◽  
Written Language ◽  
Learner Corpus ◽  
Quantitative And Qualitative Research ◽  
Written Examination ◽  
Language Analysis ◽  
Corpus Data ◽  
Learner Language

The noun phrase (NP), one of the key elements of a sentence, can reveal the characteristics of a learner’s linguistic competence. The present study focuses on actual decomposition of NP in the predicate construction. This is when the attribute elements of a noun phrase are included in the predicate construct as factor-actualized determinants. In this position, the copula verb is merely a grammatical means of allowing the attribute to become a predicate (Gaulmyn, Basset 1991: 177).The aim of the study being a more thorough investigation of the criteria and peculiarities of producing this type of predicate constructs in learner language, the present research is based on the empirical material from the Lithuanian learner corpus. The paper briefly discusses the concept of the predicate construction and describes the process of compiling the learner corpus as well as the principles of data selection. The analysis of the NP in a predicate construction is then presented, and the characteristic cases from the corpus data are examined. The main limitation of the present study is related to the scope of the learner corpus. Having summarized the results of the quantitative and qualitative research, the following conclusions were formulated. The learner language is dominated by NP predicate constructions with an adjective more often than a noun. As to the verb conjunction, the typical attribute verb être ‘to be’ was the only one widely used in the corpus under investigation. The analysis of the corpus data also revealed a number of specific errors that are typical of the learners’ written language. In general, the predictive constructions in the learners’ language are characterized by the omission of redundancy tags in the grammatical categories of gender and number. The analysis of the learner corpus provided a broader look at the NP in a predicate construction, highlighting the simplicity, conciseness and repetition of this construct. The results of the study are important for a more comprehensive description of the learners’ language, for solving problems in foreign language analysis, and for contributing to the quality of teaching and learning the French language.

scholarly journals Britain’s new language testing powerhouse: An interview with Professor Anthony Green, University of Bedfordshire

2014 ◽  
Vol 38 (5) ◽  
pp. 46
Author(s):  
Daniel Dunkley
Keyword(s):  
Language Learning ◽  
Collaborative Research ◽  
English Language ◽  
Language Education ◽  
Language Testing ◽  
Research Programme ◽  
Assessment Literacy ◽  
Learner Corpus ◽  
The University ◽  
Learner Language

In this interview Professor Green explains the work of CRELLA (the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire), and its role in the improvement of language testing. The institute contributes to this effort in many ways. For example, in the field of language education they are partners in English Profile (EP: www.englishprofile.org), a collaborative research programme directed towards a graded guide to learner language at different CEFR (Common European Framework of Reference) levels, based on the 50 million word Cambridge Learner Corpus. Among other things, the EP has helped to inform the development of the CEFR-J in Japan. In this interview, Professor Green also outlines his own work, especially in the areas of washback and assessment literacy.

Subcategorization frame identification for learner English

2020 ◽  
Author(s):  
Yan Huang ◽  
Akira Murakami ◽  
Theodora Alexopoulou ◽  
Anna Korhonen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Processing ◽  
Large Scale ◽  
Structural Information ◽  
Syntactic Structures ◽  
Verb Classes ◽  
Learner Corpus ◽  
Wide Range ◽  
Learner Language

Abstract As large-scale learner corpora become increasingly available, it is vital that natural language processing (NLP) technology is developed to provide rich linguistic annotations necessary for second language (L2) research. We present a system for automatically analyzing subcategorization frames (SCFs) for learner English. SCFs link lexis with morphosyntax, shedding light on the interplay between lexical and structural information in learner language. Meanwhile, SCFs are crucial to the study of a wide range of phenomena including individual verbs, verb classes and varying syntactic structures. To illustrate the usefulness of our system for learner corpus research and second language acquisition (SLA), we investigate how L2 learners diversify their use of SCFs in text and how this diversity changes with L2 proficiency.

What learner corpus research can contribute to multilingualism research

2015 ◽  
Vol 21 (6) ◽  
pp. 734-753 ◽  
Author(s):  
Stefanie Wulff
Keyword(s):  
Language Learning ◽  
Quantitative Methods ◽  
Foreign Language Learning ◽  
Learner Corpus ◽  
Corpus Linguistic ◽  
Language Research ◽  
Methodological Tool ◽  
Learner Language ◽  
Linguistic Approaches

Corpus linguists are increasingly interested in applying their methodological tool box to the various areas of multilingualism. This paper gives an overview of corpus resources and presents three case studies on L2 foreign language learning that employ quantitative methods. The goal is to demonstrate that corpus-linguistic approaches further our understanding of many hot topics in learner language research, including appropriate characterizations of the L1 input and/or target norm; the adequate modeling of the intrinsically complex and highly L1-specific nature of learner language; and the increasingly recognized role of individual variation in the acquisition process. The paper closes with a brief discussion of how these methods can and should be applied to other areas of multilingualism research.

scholarly journals Learner language analytic methods and pedagogical implications

2010 ◽  
Vol 33 (3) ◽  
pp. 30.1-30.21
Author(s):  
Bronwen Patricia Dyson
Keyword(s):  
Frequency Analysis ◽  
Target Language ◽  
Longitudinal Development ◽  
Grammar Teaching ◽  
English Grammar ◽  
Language Analysis ◽  
Developmental Readiness ◽  
Learner Language ◽  
Esl Learners ◽  
Oriented Approach

Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the ‘onset’ of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach’s rigour and pedagogical relevance, a study is presented which aims to provide a more in-depth and wide-ranging account of the ‘onset’ of. English grammar. Having sketched and amplified Processability Theory’s predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching.

Modifying Corpus Annotation to Support the Analysis of Learner Language

2013 ◽  
Vol 26 (3) ◽  
pp. 545-561 ◽  
Author(s):  
Markus Dickinson ◽  
Chong Min Lee
Keyword(s):  
Corpus Annotation ◽  
Learner Language

Integrating learner corpora and natural language processing: A crucial step towards reconciling technological sophistication and pedagogical effectiveness

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 252-268 ◽  
Author(s):  
Sylviane Granger ◽  
Olivier Kraif ◽  
Claude Ponton ◽  
Georges Antoniadis ◽  
Virginie Zampa
Keyword(s):  
Language Learners ◽  
Language Processing ◽  
Error Detection ◽  
Mother Tongue ◽  
Learner Corpus ◽  
Pos Tagging ◽  
Foreign Language Learners ◽  
Learner Corpora ◽  
Wide Range ◽  
Learner Language

AbstractLearner corpora, electronic collections of spoken or written data from foreign language learners, offer unparalleled access to many hitherto uncovered aspects of learner language, particularly in their error-tagged format. This article aims to demonstrate the role that the learner corpus can play in CALL, particularly when used in conjunction with web-based interfaces which provide flexible access to error-tagged corpora that have been enhanced with simple NLP techniques such as POS-tagging or lemmatization and linked to a wide range of learner and task variables such as mother tongue background or activity type. This new resource is of interest to three main types of users: teachers wishing to prepare pedagogical materials that target learners' attested difficulties; learners themselves for editing or language awareness purposes and NLP researchers, for whom it serves as a benchmark for testing automatic error detection systems.

scholarly journals Learner language analytic methods and pedagogical implications

2010 ◽  
Vol 33 (3) ◽  
pp. 30.1-30.21 ◽  
Author(s):  
Bronwen Patricia Dyson
Keyword(s):  
Frequency Analysis ◽  
Target Language ◽  
Longitudinal Development ◽  
Grammar Teaching ◽  
English Grammar ◽  
Language Analysis ◽  
Developmental Readiness ◽  
Learner Language ◽  
Esl Learners ◽  
Oriented Approach

Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the ‘onset’ of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach’s rigour and pedagogical relevance, a study is presented which aims to provide a more in-depth and wide-ranging account of the ‘onset’ of. English grammar. Having sketched and amplified Processability Theory’s predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching.

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