Latviešu valodas apguvēju korpuss lietojumā: teorētisks un metodoloģisks ieskats

2021 ◽  
pp. 162-177
Author(s):  
Antra Kļavinska ◽  
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Corpus Linguistics ◽  
Theoretical Perspective ◽  
Language Learner ◽  
Learner Corpus ◽  
Text Corpora ◽  
Learner Corpora ◽  
Corpus Data

Several text corpora have been created in Latvia, including learner corpora. One of the latest projects is the Latvian Language Learner Corpus (LaVA), which contains the works of international students studying in Latvian higher education institutions who are learning Latvian as a foreign language. The texts are morphologically tagged automatically, and learner errors are tagged manually. A sufficient scope of publications is available, which provides the theoretical basis for the creation of Latvian language learner corpora; however, there is a lack of studies or practical methodological guidelines concerning the opportunities for their application, and there is little data about the use of text corpora in language acquisition. The aim of this study is to explain from the theoretical perspective for what purposes learner corpus data may be used, as well as to illustrate the methodological groundwork with examples from the LaVA corpus. Analysis of theoretical literature has demonstrated the functions and meaning of learner corpora in research, and experience with the use of corpora in acquiring a foreign language has been analysed. Examples of the use of the LaVA corpus as a didactic resource have been prepared using Corpus Linguistics methods. The study was conducted within the state research programme project “The Latvian Language”. After studying the functions of learner corpora from the theoretical perspective, it was concluded that the target audience of the LaVA corpus mainly includes teachers of Latvian as a foreign language (LATS), authors of teaching materials, as well as Latvian language learners. To facilitate the use of the LaVA corpus, it is important to have basic knowledge of Corpus Linguistics, an understanding of the theory of language, as well as an understanding of foreign language teaching methodology. LATS teachers can use the LaVA corpus data in the creation of curricula and teaching materials, in the preparation of language proficiency tests, etc. Using the inductive approach in language acquisition, language learners can also become language researchers, can analyse the errors of other learners, etc. Undeniably, the LaVA corpus can be used in broader linguistic research, for example, in contrastive interlanguage analysis, comparing the data of language learners with the data of native speakers or the data of different groups of language learners.

scholarly journals Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use

2019 ◽  
Vol 39 ◽  
pp. 74-92 ◽  
Author(s):  
Tony McEnery ◽  
Vaclav Brezina ◽  
Dana Gablasova ◽  
Jayanti Banerjee
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corpus Linguistics ◽  
Language Use ◽  
Learner Corpus ◽  
Learner Corpora ◽  
Corpus Studies ◽  
Learner Language ◽  
The Relationship

AbstractIn this article we explore the relationship between learner corpus and second language acquisition research. We begin by considering the origins of learner corpus research, noting its roots in smaller scale studies of learner language. This development of learner corpus studies is considered in the broader context of the development of corpus linguistics. We then consider the aspirations that learner corpus researchers have had to engage with second language acquisition research and explore why, to date, the interaction between the two fields has been minimal. By exploring some of the corpus building practices of learner corpus research, and the theoretical goals of second language acquisition studies, we identify reasons for this lack of interaction and make proposals for how this situation could be fruitfully addressed.

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 Age Factor in Second Language Learning

2016 ◽  
Vol 6 (11) ◽  
pp. 2164 ◽  
Author(s):  
Ruyun Hu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Learner ◽  
Foreign Language Acquisition ◽  
Widespread Belief ◽  
Better Than

In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.

The contribution of prosody to intelligibility, comprehensibility and accentedness in foreign language acquisition

2021 ◽  
Vol 26 (2) ◽  
pp. 273-298
Author(s):  
Pauline Degrave
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Musical Training ◽  
Potential Effect ◽  
Future Research ◽  
General Description ◽  
Content Type ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition

Abstract The purpose of this paper is to review recent research illustrating the importance of prosody in foreign language acquisition, and to examine whether music might help in this learning process. The paper starts off by defining prosody and by examining previous research on foreign language prosody acquisition, stating the difficulties for learners and the potential effect of non-native prosody on communication, notably on comprehensibility, intelligibility and accentedness. A subsequent section focuses on prosodic characteristics of Dutch and the problems foreign language learners may encounter in acquiring them. Based on this general description of foreign language prosody acquisition, the paper then zooms in on the link between music and prosody, and on the potential effect of musical training, musical abilities or the use of music in the foreign language classroom on foreign language prosody acquisition. The paper ends with a short discussion on avenues for future research.

scholarly journals Phraseographie

2017 ◽  
Vol 19 (36) ◽  
pp. 91
Author(s):  
Erla Hallsteinsdóttir
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Corpus Linguistics ◽  
Point Of View ◽  
Methodological Basis ◽  
Multiword Expressions ◽  
Interesting Part ◽  
Corpus Data

Multiword expressions – i.e. phraseological units – like idioms and collocations are one of the most interesting part of every language. In this article, I investigate phraseological units from a lexicographical point of view. I discuss the theoretical and methodological basis of phraseography as a discipline that includes aspects of lexicography, phraseology, corpus linguistics and theories of language learning. I demonstrate the importance of corpora as a source for the lexicographer and the use of corpus data. I also discuss the requirements for the lexicographical treatment of phraseological units by the compilation of a phraseological database for language learners in relation to their assumed needs that have already been described in detail.

scholarly journals A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language

2016 ◽  
Vol 9 (9) ◽  
pp. 139 ◽  
Author(s):  
Katsunori Kotani ◽  
Takehiko Yoshimi ◽  
Hiroaki Nanjo ◽  
Hitoshi Isahara
Keyword(s):  
Foreign Language ◽  
Case Studies ◽  
Teaching Methods ◽  
Language Teaching ◽  
Reliability And Validity ◽  
Computer Assisted ◽  
Practical Application ◽  
Linguistic Data ◽  
Learner Corpus ◽  
Learner Corpora

<p>In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled all the types of linguistic data that we need. Therefore, this study aimed to solve this problem by designing and developing a new learner corpus that compiles linguistic data regarding the accuracy and fluency of the four basic linguistic competences of writing, pronunciation, reading, and listening. The reliability and validity of the learner corpus were partially confirmed, and practical application of the learner corpus is reported here as case studies.</p>

Analysis and classification of errors when shifting from general English to ESP teaching at University (the case of legal translation)

2018 ◽  
Vol 5 (1) ◽  
pp. 148-155 ◽  
Author(s):  
Karine Chiknaverova
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
Introductory Course ◽  
Foreign Language Learners ◽  
Legal Translation ◽  
Sociocultural Characteristics

Teaching legal translation at university causes a number of challenges which are caused by linguistic and sociocultural characteristics of the corresponding original and translation texts and psycholinguistic peculiarities of the second language acquisition process. There are some aspects in teaching legal translation that are rarely under investigation, among them there are issues that arise when shifting from general English to legal translation teaching. The article aims to comprehensively analyse and classify errors that students make during the introductory course of legal translation as well as to reveal the causes thereof. The author is guided by a set of methods including inter alia analysis of research on errors made by foreign language learners, observation and representative method. It concludes with recommendations related to teaching legal translation at the introductory level, summarises sources, types of errors and the ways to minimise and avoid them. Keywords: Teaching legal translation, ESP, ESL, error analysis.

The fate of linguistic innovations

2016 ◽  
Vol 2 (2) ◽  
pp. 302-322 ◽  
Author(s):  
Anna Rosen
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Social Factors ◽  
Speech Community ◽  
Foreign Language Acquisition ◽  
The Social ◽  
French Speaking ◽  
Linguistic Level ◽  
Corpus Data ◽  
Norman French

Drawing on spoken corpus data, this study traces the emergence and development of Norman French-influenced innovations in the nativised L2 variety of Jersey English and compares them to features in the speech of French-speaking learners of English. The comparison shows that such innovations do not differ from errors in a learner variety on a formal linguistic level and that they arguably result from the same processes as are present in foreign language acquisition, such as transfer or simplification. The paper therefore argues that innovations can only be identified reliably in retrospect, once they are more widely accepted in the speech community. It also points to the social factors that are crucial in shaping the use and probable fates of former innovations in Jersey English and suggests a typology of innovations according to their developments.

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