scholarly journals The compilation of a developmental spoken English corpus of Turkish EFL learners

2021 ◽  
Vol 10 (1) ◽  
pp. 45-62
Author(s):  
Ece Genç-Yöntem ◽  
Evrim Eveyik-Aydın
Keyword(s):  
Corpus Linguistics ◽  
English Proficiency ◽  
Tertiary Level ◽  
Efl Learners ◽  
Short Intervals ◽  
Proficiency Levels ◽  
Spoken English ◽  
Learner Corpus ◽  
Potential Benefits ◽  
Shed Light

Although compiling a spoken learner corpus is not a recent enterprise, the number of developmental learner spoken corpora in the field of corpus linguistics is not satisfactory. This report describes the compilation of the Yeditepe Spoken Corpus of Learner English (YESCOLE), a 119,787-word corpus of Turkish students’ spoken English at tertiary level. YESCOLE was compiled to generate a developmental corpus of spoken interlanguage by collecting samples from learners of different English proficiency levels at regular short intervals over seven months. In order to shed light on the laborious methodology of compiling the developmental spoken learner corpus, this paper elucidates the steps taken to build YESCOLE and discusses its potential benefits for research and instructional purposes.

scholarly journals Agreement Errors in Learner Corpora across CEFR: A Computer-Aided Error Analysis of Greek and Turkish EFL Learners Written Productions

2018 ◽  
Vol 6 (5) ◽  
pp. 77 ◽  
Author(s):  
Cem Can
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Test Performance ◽  
Corpus Linguistics ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Learner Corpora ◽  
Remedial Teaching

This paper illustrates the use of learner corpus data (extracted from Cambridge Learner Corpus – CLC) to carry out an error analysis to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur across four distinct proficiency levels, B1-B2; C1-C2, as defined by Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). As a variety of learner corpora compiled by researchers become relatively accessible, it is possible to explore interlanguage errors and conduct error analysis (EA) on learner-generated texts. The necessity to cogitate over these authentic learner errors in designing foreign language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitton, 1996; Cowan, Choi, & Kim, 2003; Ndiaye & Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at conducting a corpus-based error analysis of agreement errors to reveal the related error categories between Greek and Turkish EFL learners, the distribution of agreement errors along the B1 - C2 proficiency range according to CEFR, and the distribution of agreement error types in respect of the L1 of the learners. The data analyzed in this study is extracted from the Cambridge Learner Corpus (CLC), the largest annotated test performance corpus which enables the investigation of the linguistic and rhetorical features of the learner performances in the above stated proficiency bands. The findings from this study reveal that, across B1-C2 proficiency levels and across different registers and genres, the most common agreement error categories by the frequency in which they occur are Verb Agreement (AGV), Noun Agreement (AGN), Anaphor Agreement (AGA), Determiner Agreement (AGD), Agreement Error (AG), and Quantifier Agreement (AGQ) errors. This study’s approach uses the techniques of computer corpus linguistics and follows the steps of the Error Analysis framework proposed by Corder (1971): identification, description, classification and explanation of errors.

scholarly journals A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners

2017 ◽  
Vol 5 (9) ◽  
pp. 167
Author(s):  
Cem Can
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Test Performance ◽  
Corpus Linguistics ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Remedial Teaching ◽  
Learning Programs ◽  
Rhetorical Features

As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur. The need to consider these authentic learner errors in the design of useful language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitton, 1996; Cowan, Choi, & Kim, 2003; Ndiaye & Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at analyzing inflectional, derivational and word form errors for verbs produced by Turkish EFL learners across six distinct proficiency levels, A1-A2; B1-B2; C1-C2, as defined by Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). The corpus used in this study is the Cambridge Learner Corpus (CLC), the largest annotated test performance corpora which enables the investigation of the linguistic and rhetorical features of the learner performances in the above stated proficiency bands. The findings from this study seem to indicate that, across different proficiency levels and across different registers and genres, the most common verb error categories are incorrect tense of verb (TV), wrong verb choice (RV), wrong verb form (FV), missing verb (MV), and verb agreement (AGV) errors. This study’s approach uses the techniques of computer corpus linguistics and has its roots in the Error Analysis framework as proposed by Corder (1971): identification, description, classification and explanation of errors.

Economy is a living organism

2014 ◽  
Vol 27 (2) ◽  
pp. 323-337 ◽  
Author(s):  
Emilia Castaño ◽  
Isabel Verdaguer ◽  
Natalia Judith Laso ◽  
Aaron Ventura
Keyword(s):  
Native Speakers ◽  
Living Organism ◽  
Vertical Axis ◽  
Business English ◽  
Economic Success ◽  
Efl Learners ◽  
Linguistic Differences ◽  
Learner Corpus ◽  
Global Coherence ◽  
Potential Benefits

This paper presents results from a qualitative corpus-based study on Spanish EFL learners’ metaphorical production. The analysis of a learner corpus of business English, which included essays written by undergraduates, showed that learners do make use of metaphorical language and that the metaphorical expressions identified in their texts — economy/business is a living organism, business is war, business is a relationship, and economic success and failure are movements on a vertical axis — match those used by native speakers, as stated in the literature (Burcea, 2010; Kovács, 2006; Kövecses, 2002; White, 2003; among others). In addition, data also confirmed that even in learner’s language metaphors are connected in large networks within the same text, which contribute to enhancing text global coherence, as pointed out by Semino (2008). Finally, the potential benefits of raising learners’ metaphorical awareness and making explicit to them cross-linguistic differences in the expression of general conceptual metaphors are highlighted.

scholarly journals EXPLORING SEMANTIC PROSODIC AWARENESS LEVELS OF EFL LEARNERS THROUGH NEAR-SYNONYM WORDS

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Tuncer Aydemir ◽  
Ali Şükrü Özbay ◽  
Mustafa Zeki Çıraklı
Keyword(s):  
Language Proficiency ◽  
Proficiency Test ◽  
Structured Interview ◽  
Tertiary Level ◽  
Prosodic Features ◽  
Factors Affecting ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Semantic Prosody ◽  
Near Synonyms

Near-synonyms are semantically similar words, but they are not always interchangeable, having a variety of collocational and semantic behaviours. Tertiary level EFL learners’ use of near synonyms demonstrates significant differences in terms of word choices. This article investigates (1) the level of semantic prosodic (SP) awareness in EFL learners, (2) the correlation between their SP awareness and English proficiency levels, (3) the ways EFL learners use semantic prosodic features in their speech and written productions and how they cope with challenges in SP and (4) the factors affecting their SP knowledge. The data were analysed quantitively and qualitatively. A proficiency test, a semantic prosody test, an open-ended questionnaire and a structured interview were used respectively. The findings reveal that learners’ SP knowledge correlates with language proficiency, but their awareness levels have little to do with the proficiency. One implication for the curriculum developers is that they should consider including relevant content related to the semantic prosody in syllabi so that the students will be able to create semantically relevant sentences like their native counterparts. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

Universals and transfer in the acquisition of the progressive aspect: Evidence from L1 Chinese, German, and Spanish learners’ use of the progressive -ing in spoken English

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaoyan Zeng ◽  
Yasuhiro Shirai ◽  
Xiaoxiang Chen
Keyword(s):  
Second Language Acquisition ◽  
Native Speaker ◽  
First Language ◽  
Advanced Learners ◽  
Progressive Aspect ◽  
Aspect Hypothesis ◽  
Proficiency Levels ◽  
Spoken English ◽  
Lexical Aspect ◽  
Learner Corpus

Abstract This study investigated the effects of learners’ first language (L1), lexical aspect of verbs, and proficiency levels on their use of the English progressive aspect. It analyzed spoken data from learners of three different L1s (Chinese, German, and Spanish) in an international learner corpus (LINSEI), in comparison with native speech in a comparable native speaker corpus (LOCNEC). The analysis reveals that regardless of learners’ L1 and proficiency levels, their use of progressive markings is predominantly associated with activity verbs (prototypes), supporting the association prediction of the Aspect Hypothesis (Andersen, Roger W. & Yasuhiro Shirai. 1994. Discourse motivations for some cognitive acquisition principles. Studies in Second Language Acquisition 16(2). 133–156). Contrary to the fourth prediction of the Aspect Hypothesis, both intermediate and advanced learners use stative progressives, and especially intermediate L1 Spanish learners overuse stative progressives, indicating a complex interaction between L1 and proficiency on non-prototypical form-meaning associations. The results suggest that L1 effect, lexical aspect of verbs, and proficiency levels jointly drive tense-aspect acquisition.

scholarly journals Scrutinizing EFL learners' online reading strategy use across proficiency levels

XLinguae ◽  
2020 ◽  
Vol 13 (4) ◽  
pp. 190-200
Author(s):  
Merliyani Putri Anggraini ◽  
Bambang Yudi Cahyono
Keyword(s):  
Reading Achievement ◽  
English Proficiency ◽  
Reading Strategy ◽  
Strategy Use ◽  
Online Reading ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Spearman Test ◽  
The Relationship

This study aimed at investigating the difference in online reading strategy use between EFL students with high and low English proficiency level and knowing the relationship between online strategy use and reading comprehension. Ninety-six university students were involved in this research, and they were distributed into two groups; high and low proficiency levels based on English proficiency test scores. SORS was administered to collect the data after completing three reading sessions. Analyses of the data, using the Chi-square test to see the differences and the Spearman test, to check the relationship between strategy use and reading achievement. The results showed that the reading strategy that was most frequently used by the EFL learners was a problem-solving strategy, and the least frequently used one was a socio-affective strategy. Additionally, there was no significant difference in the online reading strategy use between students in high and low proficiency levels. Therefore, there was a negative relationship between strategy use and reading achievement. The more strategies they used, the lower score they got.

An Investigation into the Effect of Graphic Organizers and Marginal Glossing on Recalling of Collocations among Iranian EFL Learners with Different Proficiency Levels

2016 ◽  
Vol 7 (4) ◽  
pp. 788
Author(s):  
Malahat Shabani Minaabad
Keyword(s):  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Graphic Organizers ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Intermediate Group ◽  
Post Test ◽  
And Control ◽  
Better Than

There has been an upsurge of research in vocabulary teaching and learning since 1980s, part of the hidden motivation being due to technology of concordance giving birth to some new areas of inquiry such as corpus linguistics. As one category of vocabulary is collocations (Nation, 1990) its learning will be required to sound fluent in the language of our focus i.e., English. The present study investigates the effect of graphic organizers (GO) and marginal glossing (MG) on recalling of collocations among Iranian EFL learners with different proficiency levels. To accomplish the task, Quick Placement Test was administered to 270 EFL learners in order to determine their proficiency levels (elementary, intermediate and advanced levels). Then learners of each level were randomly assigned to one control and two experimental groups. Experimental and control groups received the collocation instruction differently. After seven session treatments, results of paired-sample revealed that all of the groups made gains from pre-test to post-test but it was significant for groups that received graphic organizers strategy. Furthermore, results of one-way ANOVA indicated that advanced group outperformed intermediate group, and intermediate group was better than elementary group.

scholarly journals Extensive Listening Practice in EFL Classroom with Variety of News Websites

2020 ◽  
Vol 8 (1) ◽  
pp. 43
Author(s):  
Yusawinur Barella ◽  
Andini Linarsih
Keyword(s):  
English Proficiency ◽  
Autonomous Learning ◽  
Tertiary Level ◽  
English Department ◽  
Proficiency Levels ◽  
Individual Learner ◽  
News Websites ◽  
Efl Students ◽  
The Individual

One potential of extensive online listening materials is that, unlike intensive listening, EFL students can listen independently by using audio listening features. It encourages students to practice listening and to promote listening fluency and autonomous learning outside the classroom. However, little research has investigated how lower English proficiency students from non- English department in EFL setting, undertaking the process of extensive listening. This study requires some Indonesian students at the tertiary level to select the appropriate materials with their proper level of listening speed to the individual learner. It was a weekly assignment to practice listening outside their classroom. This study seeks to investigate the websites that the EFL students with low proficiency levels choose to do their extensive listening activities, the types of news that may interest the students to listen, and the perception of the extensive listening activities. The results showed that students use captioned- provided websites as their media instruction in listening for pleasure with a variety of news. 

scholarly journals A Corpus-based Analysis of TESOL EFL Students’ Use of Logical Connectors in Spoken English

2019 ◽  
Vol 9 (6) ◽  
pp. 625
Author(s):  
Hao Wu
Keyword(s):  
Corpus Linguistics ◽  
Native Speakers ◽  
Contrastive Analysis ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Spoken English ◽  
The Past ◽  
Efl Students ◽  
Adverbial Clauses ◽  
Logical Connectors

In the past several decades, the compilation of learner corpora and the application of corpus linguistics have been extensively employed to improve learners’ use of logical connectors. However, the use of logical connectors in EFL learners’ spoken discourse remains under-researched. To investigate this field, the researcher built an EFL TESOL student spoken English corpus consisting of 27 spoken English samples of 12,241 words in total. Then, this study adopts corpus-based contrastive analysis and computer-aided error analysis to compare the tokens and the frequencies of the logical connectors with those in the native spoken English corpus of MICASE. Finally, underuse, overuse, and misuse in the TESOL student corpus were exemplified and explained.Findings reveal that the TESOL students tended to use a smaller set of logical connectors but used them more frequently than the English native speakers. Additive coordinating conjunctions such as and, so, and but were the most overused logical connectors. Moreover, the underuse of if, when, so that, and though shows that adverbial clauses were less frequently employed in their spoken discourse. A detailed explanation and pedagogical implications are also listed to help learners understand how to contextualize logical connectors at both syntactic and discourse level.

scholarly journals The Roles of L1 and Lexical Aspect in the Acquisition of Tense-Aspect by Thai Learners of English

2018 ◽  
Vol 11 (8) ◽  
pp. 111
Author(s):  
Boonjeera Chiravate
Keyword(s):  
The Body ◽  
Target Language ◽  
L2 Proficiency ◽  
Efl Learners ◽  
Aspect Hypothesis ◽  
Proficiency Levels ◽  
Lexical Aspect ◽  
L1 Influence ◽  
L2 Development ◽  
Shed Light

Investigating the L2 temporality, most previous studies within the Aspect Hypothesis framework focused on the basic meanings or prototypical uses of past morphology. The present study, however, including other less prototypical uses of past morphology, addresses 2 questions: (i) how the uses of simple past and past progressive morphology change as learners become more proficient in their target language; (ii) to what extent lexical aspectual class and L1 influence the uses of simple past and past progressive morphology. Using a cloze test as an elicitation task, this study analyzes data from 5 groups of Thai EFL learners at different proficiency levels. Results show that learners use past morphology more accurately as their L2 proficiency levels increase. The tense-aspect marking was, however, affected by lexical aspectual class. Learners first use simple past form on telic verbs, eventually extending its use to atelic verbs. The progressive form, on other hand, begins with atelic verbs and then extends to telic verbs. All learner groups, however, exhibit a higher rate of appropriate use of past morphology in the more prototypical uses than in the less prototypical uses. Additionally, L1 plays an important role in the tense-aspect marking. Learners at different proficiency levels, however, use different L1-influenced forms, suggesting that L1 influence is constrained by L2 development. Contributing to the body of research on L2 tense-aspect, this study shed light on the nature of difficulty learners experience in developing L2 tense-aspect system.

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