scholarly journals Corpora for Linguists vs. Corpora for Learners

EL LE ◽  
2020 ◽  
Author(s):  
Luciana Forti ◽  
Stefania Spina
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Data Driven ◽  
Learner Corpus ◽  
Learner Corpora ◽  
The Future ◽  
Research Findings ◽  
Direct Use ◽  
Shed Light

This paper aims to shed light on how research findings stemming from Learner Corpus Research (LCR) can inform the development of Data-driven learning (DDL) pedagogical activities. By doing this, it seeks to show how the gap between corpora built to be used by linguists and those tailored for learners can be filled. It starts by defining what a corpus is and how second language learning studies can benefit from the research findings based on corpora, but also from the direct use of corpora in the classroom. Then, it provides an overview of the available native and learner corpora of Italian, and how corpora in general can be adapted for DDL purposes. Finally, it describes an example of how an LCR finding can be used to develop DDL activities. It concludes with some desiderata for the future.

scholarly journals Application of Learner Corpora to Second Language Learning and Teaching: An Overview

2016 ◽  
Vol 9 (8) ◽  
pp. 46 ◽  
Author(s):  
Qi Xu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Learner Corpus ◽  
Learner Corpora

<p>The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching issues (Granger, 2009). Based on the above components, the present paper first introduces learner corpora, then reviews literature concerning the application of corpus linguistics to SLA by means of contrastive interlanguage analysis, and at last discusses the relationship between learner corpora and foreign language teaching.</p>

The Development of Pragmatic Competence

1996 ◽  
Vol 55 ◽  
pp. 103-120
Author(s):  
Gabriele Kasper
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Pragmatic Competence ◽  
Interlanguage Pragmatics ◽  
Social Psychological ◽  
Pragmatic Development ◽  
Psychological Theories ◽  
Research Findings

Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in inter-language pragmatics have focused on second language use rather than second language learning. The aim of this talk is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspeas of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.

Corpora for Theory and Practice

1996 ◽  
Vol 1 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Michael Barlow
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Text Analysis ◽  
Second Language Learning ◽  
Theory And Practice ◽  
Corpus Analysis ◽  
Data Driven ◽  
Actual Usage ◽  
Grammatical Analysis ◽  
Patterns Of Use

In this paper intuition-based studies of reflexive forms such as myself are contrasted with a corpus-based investigation of actual usage of reflexives. The examination of reflexives in English in several corpora reveals a variety of patterns, which are analysed within a schema-based approach to grammar (Barlow and Kemmer 1994). This approach follows the cognitive/functional tradition of grammatical analysis in viewing all grammatical units as composed of form-meaning pairings. The paper demonstrates that a schema-based approach is well-suited to the task of describing the major and minor patterns of use revealed by corpus analysis. The importance of text analysis in language teaching is highlighted and connections between the schema-based grammatical formalism and data-driven approaches to second language learning (Johns 1991b) are briefly explored.

CALL research archive: How can an online knowledge base further communication among second language professionals

ReCALL ◽  
2005 ◽  
Vol 17 (2) ◽  
pp. 245-253
Author(s):  
JANE L. HANSON ◽  
SVETLANA DEMBOVSKAYA ◽  
SOOJUNG LEE
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Second Language Learning ◽  
Keyword Search ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Journal Articles ◽  
Research Findings ◽  
Search Index

The inspiration for our project arose from a perceived gap between research in foreign/second language learning and classroom practice. In order to address this issue, we created a web site containing summaries of seminal articles in the area of CALL – computer assisted language learning. The summaries are useful for many teachers who do not have time to read full text journal articles and understand the statistical terms, but would like to take advantage of the research findings. Researchers will receive feedback from teachers in the form of comments, which may give insight for further research. Other features of the website are: a database of teachers' comments and demographic information, keyword search, index, glossary, chronological and alphabetical bibliography, links to research archives and sites assisting with statistical terminology and design of experiments.

scholarly journals Zdolności językowe i inteligencja w nauce języka obcego – teoria naukowa a praktyka dydaktyczna

Neofilolog ◽  
2017 ◽  
pp. 29-40
Author(s):  
Adriana Biedroń
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching Practice ◽  
Cognitive Factors ◽  
Main Research ◽  
Research Findings ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Shed Light

This paper is an attempt to shed light on cognitive factors in second language learning which are considered hardly modifiable, namely intelligence and foreign language aptitudes, including working memory. At first, each of the factors will be defined, the main research findings will briefly be outlined and some controversies and stereotypes surrounding the constructs will be presented. Next, the interface between research into these factors and teaching practice will be discussed. In particular, we will refer to ability training, aptitude-treatment-interaction and pedagogical suggestions concerning teaching mixed-ability classes.

L2 acquisition in childhood, adulthood and old age

2018 ◽  
Vol 1 (2) ◽  
pp. 254-276 ◽  
Author(s):  
David Singleton ◽  
Simone E. Pfenninger
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Empirical Investigation ◽  
L2 Acquisition ◽  
Relevant Research ◽  
Age Factor ◽  
Research Findings

Abstract This article deals with some misunderstandings about the age factor in second language acquisition which result from a reliance on an incomplete interpretation of relevant research findings. It begins with an exploration of the work of Penfield and Lenneberg and goes on to weigh recent evidence for and against the hypothesis of a “critical period” in the context of naturalistic second language acquisition. It then turns to the question of the effects of early instructed second language learning. Finally, it addresses the issue of second language learning in late adulthood, summarizing the results of such empirical investigation as has been undertaken to date on this topic and arguing for more attention to be devoted to this area in the future.

Developmental Issues in Interlanguage Pragmatics

1996 ◽  
Vol 18 (2) ◽  
pp. 149-169 ◽  
Author(s):  
Gabriele Kasper ◽  
Richard Schmidt
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Interlanguage Pragmatics ◽  
Social Psychological ◽  
Pragmatic Development ◽  
Developmental Issues ◽  
Psychological Theories ◽  
Research Findings

Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in interlanguage pragmatics have focused on second language use rather than second language learning. The aim of this paper is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspects of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.

scholarly journals Revisiting the Role of Input and Technique in Improving the Communicative Competency in Learners

2016 ◽  
Vol 3 (10) ◽  
pp. 226
Author(s):  
S. Diravidamani
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Human Interaction ◽  
Target Language ◽  
Learning Material ◽  
Common Goal ◽  
The Unconscious ◽  
Research Findings

Practice in communication engenders learning unconscious. The process of human interaction either with the learning material or with another human or both leads to the unconscious development of the target language and hence, the classroom learning atmosphere which gives the opportunity for learners to work together for a common goal will improve the communicative competency of learners. Many research findings show the ability of learners to acquire language if focus of learning is on meaning. This ability to improve the knowledge of lexicon, syntax and morphology while focusing on the meaning in interaction is the basis of immersion, content based and cooperative method of learning adopted in the second language learning.

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