D. Biber, Tove Larsson, Gregory R. Hancock, Randi Reppen, Shelley Staples, Bethany Gray
The present study tests the empirical adequacy of competing models of grammatical complexity in university student writing, based on analysis of disciplinary texts from L1-English and L2-English students. The results show that grammatical complexity in student writing must be treated as a multi-dimensional linguistic construct, distinguishing among both structural types and syntactic functions. We compare the results here to previous research (Biber et al., 2024a, b), showing a similar patterning of complexity features in student writing and the broader domain of general writing. Two of these groupings – dependent phrases functioning as noun modifiers, and finite dependent clauses functioning as clause-level constituents – are especially interesting. These two groupings represent the strongest co-occurrence patterns in general writing, but only the dependent clause grouping is represented in student writing. This discrepancy is interpreted relative to the development of advanced proficiency in the use of complexity features by university students.
{"title":"Comparing theory-based models of grammatical complexity in student writing","authors":"D. Biber, Tove Larsson, Gregory R. Hancock, Randi Reppen, Shelley Staples, Bethany Gray","doi":"10.1075/ijlcr.23036.bib","DOIUrl":"https://doi.org/10.1075/ijlcr.23036.bib","url":null,"abstract":"\u0000 The present study tests the empirical adequacy of competing models of grammatical complexity in university student\u0000 writing, based on analysis of disciplinary texts from L1-English and L2-English students. The results show that grammatical\u0000 complexity in student writing must be treated as a multi-dimensional linguistic construct, distinguishing among both structural\u0000 types and syntactic functions. We compare the results here to previous research (Biber et al., 2024a, b), showing a similar patterning of complexity features in student writing and the broader domain of general\u0000 writing. Two of these groupings – dependent phrases functioning as noun modifiers, and finite dependent clauses functioning as\u0000 clause-level constituents – are especially interesting. These two groupings represent the strongest co-occurrence patterns in\u0000 general writing, but only the dependent clause grouping is represented in student writing. This discrepancy is interpreted\u0000 relative to the development of advanced proficiency in the use of complexity features by university students.","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141698088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Leńko-Szymańska & Götz (2022): Complexity, Accuracy and Fluency in Learner Corpus Research","authors":"Akira Murakami","doi":"10.1075/ijlcr.00048.mur","DOIUrl":"https://doi.org/10.1075/ijlcr.00048.mur","url":null,"abstract":"","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Granger (2021): Perspectives on the L2 Phrasicon: The view from learner corpora","authors":"Nicholas Groom","doi":"10.1075/ijlcr.00047.gro","DOIUrl":"https://doi.org/10.1075/ijlcr.00047.gro","url":null,"abstract":"","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Larsson et al. (2020) emphasize the importance of taking linguistic variables (e.g., verb type) into consideration in studies of adverb placement. This study looks at the positional distribution of 15 epistemic adverbs from texts written by L1 Turkish, German, and English students, with the aim of testing whether the findings from Larsson et al. can be generalized to a different register (argumentative writing) and a typologically more distant language (Turkish). We also revisit the question of whether there is L1 transfer. The results confirm Larsson et al.’s finding that the main predictors of adverb placement are linguistic, although some register differences were noted, such as higher frequencies of adverbs in the argumentative texts. Furthermore, the L1 Turkish students made especially frequent use of the clause-initial position (e.g., probably she is here).
{"title":"The effect of linguistic and extralinguistic features on EFL adverb placement","authors":"Vildan Özkan Miller, Tove Larsson","doi":"10.1075/ijlcr.00046.ozk","DOIUrl":"https://doi.org/10.1075/ijlcr.00046.ozk","url":null,"abstract":"\u0000 \u0000 Larsson et al. (2020) emphasize the importance of taking linguistic\u0000 variables (e.g., verb type) into consideration in studies of adverb placement. This study looks at the positional distribution of\u0000 15 epistemic adverbs from texts written by L1 Turkish, German, and English students, with the aim of testing whether the findings\u0000 from Larsson et al. can be generalized to a different register (argumentative writing) and a typologically more distant language\u0000 (Turkish). We also revisit the question of whether there is L1 transfer. The results confirm Larsson et al.’s finding that the\u0000 main predictors of adverb placement are linguistic, although some register differences were noted, such as higher frequencies of\u0000 adverbs in the argumentative texts. Furthermore, the L1 Turkish students made especially frequent use of the clause-initial\u0000 position (e.g., \u0000 probably she is here).","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learner corpus research has a strong tradition of collecting metadata. However, while we tend to collect rich descriptive information about learners on directly measurable variables such as age, year of study, and time spent abroad, we frequently do not know much about learner characteristics that cannot be measured directly (and that thus need to be measured through questionnaires and tests) such as language aptitude, working memory, and motivation, which have been identified as important variables in neighboring fields such as Second Language Acquisition. In this position piece, we (i) join the proponents of increased focus on learner characteristics in LCR in arguing in favor of collecting information about such variables and (ii) introduce an analytical framework that can be used to model these variables. Specifically, the primary focus of this paper is to discuss the concept of latent variables as it relates to LCR and show how their standard form can be used to model learner characteristics within the structural equation modeling analytical framework.
{"title":"On learner characteristics and why we should model them as latent variables","authors":"Tove Larsson, Luke Plonsky, G. Hancock","doi":"10.1075/ijlcr.21007.lar","DOIUrl":"https://doi.org/10.1075/ijlcr.21007.lar","url":null,"abstract":"\u0000Learner corpus research has a strong tradition of collecting metadata. However, while we tend to collect rich descriptive information about learners on directly measurable variables such as age, year of study, and time spent abroad, we frequently do not know much about learner characteristics that cannot be measured directly (and that thus need to be measured through questionnaires and tests) such as language aptitude, working memory, and motivation, which have been identified as important variables in neighboring fields such as Second Language Acquisition. In this position piece, we (i) join the proponents of increased focus on learner characteristics in LCR in arguing in favor of collecting information about such variables and (ii) introduce an analytical framework that can be used to model these variables. Specifically, the primary focus of this paper is to discuss the concept of latent variables as it relates to LCR and show how their standard form can be used to model learner characteristics within the structural equation modeling analytical framework.","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42644640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Tracy-Ventura & Paquot (2021): The Routledge Handbook of Second Language Acquisition and Corpora","authors":"P. Pérez-Paredes","doi":"10.1075/ijlcr.00030.per","DOIUrl":"https://doi.org/10.1075/ijlcr.00030.per","url":null,"abstract":"","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47954760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Durrant, Brenchley & McCallum (2021): Understanding Development and Proficiency in Writing: Quantitative Corpus Linguistic Approaches","authors":"S. Staples","doi":"10.1075/ijlcr.00028.sta","DOIUrl":"https://doi.org/10.1075/ijlcr.00028.sta","url":null,"abstract":"","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46993343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The difficulty of automatically extracting syntactic structures from authentic learner data has previously limited the kinds of questions addressed by means of Contrastive Interlanguage Analysis (CIA; Granger, 2015), or has forced researchers to resort to manual analysis of smaller corpora. This study responds to the call for greater use of parsed corpora by using automated parsing and refined corpus analysis software to investigate advanced EFL learners’ use of relative and participial clauses for nominal postmodification. The use of clausal postmodifiers inside the noun phrase may be seen as a marker of proficiency and syntactic maturity in academic writing, but the proportional use of relative and participial clauses for nominal postmodification may also be subject to L1 transfer. To investigate the role of transfer and syntactic maturity in the use of nominal postmodification, we compare texts written by Dutch EFL learners with those produced by learners from typologically distinct L1s, i.e. Czech and French, and by native speakers of English. Use of participial clauses and relative clauses in Dutch learners’ EFL texts is then compared with their use in L1 Dutch. The high degree of L1-interlanguage congruity suggests that transfer plays an important role in the Dutch learners’ strong preference for relative clauses for nominal postmodification. Based on the comparison with both other learner groups, we hypothesize that such transfer effects in the use of clausal postmodification can only emerge once the learner has reached a sufficient level of syntactic maturity in the target language.
{"title":"Strategies of clausal postmodification in learner English","authors":"S. V. Vuuren, J. Berns, Marketa Bank","doi":"10.1075/ijlcr.21013.vuu","DOIUrl":"https://doi.org/10.1075/ijlcr.21013.vuu","url":null,"abstract":"\u0000 The difficulty of automatically extracting syntactic structures from authentic learner data has previously limited\u0000 the kinds of questions addressed by means of Contrastive Interlanguage Analysis (CIA; Granger, 2015), or has forced researchers to resort to manual analysis of smaller corpora. This study\u0000 responds to the call for greater use of parsed corpora by using automated parsing and refined corpus analysis software to\u0000 investigate advanced EFL learners’ use of relative and participial clauses for nominal postmodification. The use of clausal\u0000 postmodifiers inside the noun phrase may be seen as a marker of proficiency and syntactic maturity in academic writing, but the\u0000 proportional use of relative and participial clauses for nominal postmodification may also be subject to L1 transfer. To\u0000 investigate the role of transfer and syntactic maturity in the use of nominal postmodification, we compare texts written by Dutch\u0000 EFL learners with those produced by learners from typologically distinct L1s, i.e. Czech and French, and by native speakers of\u0000 English. Use of participial clauses and relative clauses in Dutch learners’ EFL texts is then compared with their use in L1 Dutch.\u0000 The high degree of L1-interlanguage congruity suggests that transfer plays an important role in the Dutch learners’ strong\u0000 preference for relative clauses for nominal postmodification. Based on the comparison with both other learner groups, we\u0000 hypothesize that such transfer effects in the use of clausal postmodification can only emerge once the learner has reached a\u0000 sufficient level of syntactic maturity in the target language.","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49096358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Investigation of the characteristics of spoken learner language has increased in recent years but has been primarily limited to the investigation of one linguistic level (e.g., lexico-grammar), which gives a limited picture of learners’ overall linguistic competence (e.g., Skarnitzl & Rumlová, 2019). In this study, we investigate lexico-grammar, fluency, and prosody in LINDSEI (German, Czech, and Spanish) alongside British and American English comparable corpora, using multidimensional analysis, a statistical procedure that identifies co-occurring linguistic features and leads to functional interpretation of the discourse. Results show significant differences between L1 and L2 groups on four of six dimensions and reveal novel patterns of co-occurrence. Dimension 1, for example, identifies correlates of informationally driven discourse on all three linguistic levels under investigation. These findings show the importance of including multiple linguistic levels in the analysis of learner discourse and have implications for a more holistic and functionally based approach to language instruction.
{"title":"Integrating fluency and prosody into multidimensional analysis","authors":"S. Staples, Karin Puga","doi":"10.1075/ijlcr.21012.sta","DOIUrl":"https://doi.org/10.1075/ijlcr.21012.sta","url":null,"abstract":"\u0000 Investigation of the characteristics of spoken learner language has increased in recent years but has been\u0000 primarily limited to the investigation of one linguistic level (e.g., lexico-grammar), which gives a limited picture of learners’\u0000 overall linguistic competence (e.g., Skarnitzl & Rumlová, 2019). In this study, we\u0000 investigate lexico-grammar, fluency, and prosody in LINDSEI (German, Czech, and Spanish) alongside British and American English\u0000 comparable corpora, using multidimensional analysis, a statistical procedure that identifies co-occurring linguistic features and\u0000 leads to functional interpretation of the discourse. Results show significant differences between L1 and L2 groups on four of six\u0000 dimensions and reveal novel patterns of co-occurrence. Dimension 1, for example, identifies correlates of informationally driven\u0000 discourse on all three linguistic levels under investigation. These findings show the importance of including multiple linguistic\u0000 levels in the analysis of learner discourse and have implications for a more holistic and functionally based approach to language\u0000 instruction.","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44619530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Kinne (2020): Particle Placement in English L1 and L2 Academic Writing","authors":"Tanguy Dubois","doi":"10.1075/ijlcr.00029.dub","DOIUrl":"https://doi.org/10.1075/ijlcr.00029.dub","url":null,"abstract":"","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46326463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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