This article reviews Multidimensional Perspectives on Interlanguage. Exploring may and can across Learner Corpora 9782875584755
本文综述了中介语研究的多维视角。在学习者语料库9782875584755中探索可能和可能
{"title":"Sandra Deshors, Multidimensional Perspectives on Interlanguage. Exploring may and can\u0000 across Learner Corpora","authors":"J. Osborne","doi":"10.1075/IJLCR.00005.OSB","DOIUrl":"https://doi.org/10.1075/IJLCR.00005.OSB","url":null,"abstract":"This article reviews Multidimensional Perspectives on Interlanguage. Exploring may and can across Learner Corpora 9782875584755","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44874291","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}
Language learners are highly sensitive to statistical patterns in the input. When a target language provides the option to include or omit a grammatical form, learners have been shown to make decisions quite similar to native speakers. For example, learners opt to include or omit the complementizer that (as in I know (that) Steffi likes hot tea). This phenomenon has been explained in terms of a universal suite of cognitive mechanisms which support native and learner performance alike. Both learners and native speakers choose to include the complementizer when they are producing more complex or unexpected structures. The present study attempts to generalize these findings to another domain of “optional” grammatical markers, namely, relativizers (as in the hot tea (that) Steffi likes). I analyze all instances of optional relativizer use in a corpus of spontaneous learner speech produced by Spanish and German learners of English. Both of these languages have obligatory relativizers. A two-step generalized additive regression modeling technique (MuPDAR) that predicts learner choices based on native-speaker choices demonstrates that native speakers use greater shares of the relativizer in complex and disfluent environments, while learners show the exact opposite tendency: they prefer to drop the relativizer in complex and disfluent environments. These findings are discussed based on differences between complementizers and relativizers, and in terms of the limited universality of optional grammatical marking in learner speech.
{"title":"That’s hard","authors":"N. Lester","doi":"10.1075/IJLCR.17013.LES","DOIUrl":"https://doi.org/10.1075/IJLCR.17013.LES","url":null,"abstract":"Language learners are highly sensitive to statistical patterns in the input. When a target language provides the option to include or omit a grammatical form, learners have been shown to make decisions quite similar to native speakers. For example, learners opt to include or omit the complementizer that (as in I know (that) Steffi likes hot tea). This phenomenon has been explained in terms of a universal suite of cognitive mechanisms which support native and learner performance alike. Both learners and native speakers choose to include the complementizer when they are producing more complex or unexpected structures. The present study attempts to generalize these findings to another domain of “optional” grammatical markers, namely, relativizers (as in the hot tea (that) Steffi likes). I analyze all instances of optional relativizer use in a corpus of spontaneous learner speech produced by Spanish and German learners of English. Both of these languages have obligatory relativizers. A two-step generalized additive regression modeling technique (MuPDAR) that predicts learner choices based on native-speaker choices demonstrates that native speakers use greater shares of the relativizer in complex and disfluent environments, while learners show the exact opposite tendency: they prefer to drop the relativizer in complex and disfluent environments. These findings are discussed based on differences between complementizers and relativizers, and in terms of the limited universality of optional grammatical marking in learner speech.","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58670119","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}
Subject extraposition (e.g. it is important to remember) is generally considered to be a formal construction that learners, whose writing is often said to be overly informal, have been found to struggle with. This study investigates to what extent register and text type can be used to explore learners’ reportedly “informal” use of this construction. Learner writing is compared to expert writing from several different registers and to native-speaker student writing. The results show that there are important differences across both registers and text types. Furthermore, while the learners’ use is most like that of the experts’ academic writing, certain similarities to the non-academic registers were also noted. The results additionally suggest that earlier claims about the informal status of learner writing seem mainly to have been influenced by the text types included in the corpora previously investigated.
主语外置(例如，it is important to remember)通常被认为是一种正式的结构，而那些写作通常被认为过于非正式的学习者一直在努力解决这个问题。本研究探讨了语域和文本类型在多大程度上可以用来探索学习者对这一结构的“非正式”使用。将学习者的写作与来自不同语域的专家写作和以英语为母语的学生的写作进行比较。结果表明，在寄存器和文本类型之间存在重要差异。此外，虽然学习者的使用与专家的学术写作最相似，但也发现了与非学术写作的某些相似之处。结果还表明，早期关于学习者写作的非正式状态的说法似乎主要受到先前调查的语料库中包含的文本类型的影响。
{"title":"Extraposition in learner and expert writing","authors":"Tove Larsson, Henrik Kaatari","doi":"10.1075/IJLCR.17014.LAR","DOIUrl":"https://doi.org/10.1075/IJLCR.17014.LAR","url":null,"abstract":"\u0000Subject extraposition (e.g. it is important to remember) is generally considered to be a formal\u0000construction that learners, whose writing is often said to be overly informal, have been found to struggle with. This study\u0000investigates to what extent register and text type can be used to explore learners’ reportedly “informal” use of this\u0000construction. Learner writing is compared to expert writing from several different registers and to native-speaker student\u0000writing. The results show that there are important differences across both registers and text types. Furthermore, while the\u0000learners’ use is most like that of the experts’ academic writing, certain similarities to the non-academic registers were also\u0000noted. The results additionally suggest that earlier claims about the informal status of learner writing seem mainly to have been\u0000influenced by the text types included in the corpora previously investigated.","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42313271","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":"Erik Castello, Katherine Ackerley and Francesca Coccetta (Eds.), Studies in Learner Corpus Linguistics Research\u0000 and Applications for Foreign Language Teaching and Assessment","authors":"V. Brezina, Raffaella Bottini","doi":"10.1075/IJLCR.00007.BRE","DOIUrl":"https://doi.org/10.1075/IJLCR.00007.BRE","url":null,"abstract":"This article reviews Studies in Learner Corpus Linguistics. Research and Applications for Foreign Language Teaching and Assessment 978-3-0351-9641-2","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48932188","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}
This article reviews Spanish Learner Corpus Research: Current Trends and Future Perspectives 9789027210753
本文综述了西班牙语学习者语料库研究：当前趋势和未来展望9789027210753
{"title":"Margarita Alonso-Ramos (Ed.), Spanish Learner Corpus Research: Current Trends and Future\u0000 Perspectives","authors":"Aarnes Gudmestad","doi":"10.1075/IJLCR.00006.GUD","DOIUrl":"https://doi.org/10.1075/IJLCR.00006.GUD","url":null,"abstract":"This article reviews Spanish Learner Corpus Research: Current Trends and Future Perspectives 9789027210753","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47591539","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}
We investigate the cross-linguistic influence and the (longitudinal) impact of Content and Language Integrated Learning (CLIL) on the acquisition of intensifying constructions, using corpora of written French, Dutch, and English productions by L1 speakers, and L2 English and L2 Dutch produced by French-speaking learners in CLIL and traditional foreign language education. We hypothesize that learners will benefit from similarities between the L1 and target language (TL) intensifying constructions, and secondly, that more input and use (through CLIL) will lead to a more target-like use of intensifying constructions. The analyses include quantitative measures of frequency and productivity, and covarying analyses (Gries, 2007). Our findings suggest that, as expected, CLIL students produce intensifying constructions in a more target-like manner. The effect of the duration of TL learning, however, is more apparent in English than in Dutch.
{"title":"Intensifying constructions in French-speaking L2 learners of English and Dutch","authors":"Isa Hendrikx, K. Goethem, Stefanie Wulff","doi":"10.1075/IJLCR.18002.HEN","DOIUrl":"https://doi.org/10.1075/IJLCR.18002.HEN","url":null,"abstract":"We investigate the cross-linguistic influence and the (longitudinal) impact of Content and Language Integrated Learning (CLIL) on the acquisition of intensifying constructions, using corpora of written French, Dutch, and English productions by L1 speakers, and L2 English and L2 Dutch produced by French-speaking learners in CLIL and traditional foreign language education. We hypothesize that learners will benefit from similarities between the L1 and target language (TL) intensifying constructions, and secondly, that more input and use (through CLIL) will lead to a more target-like use of intensifying constructions. The analyses include quantitative measures of frequency and productivity, and covarying analyses (Gries, 2007). Our findings suggest that, as expected, CLIL students produce intensifying constructions in a more target-like manner. The effect of the duration of TL learning, however, is more apparent in English than in Dutch.","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58669845","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}
This paper describes the construction process involved in creating a robust local learner corpus of texts produced by international students in a first-year writing course at a large public, mid-western university in the U.S. We show how involving faculty members and graduate students of our local writing program in the process of learner corpus analysis provides them with opportunities to develop their skills and knowledge as writing instructors, course designers, and, ultimately, knowledge producers. An additional benefit of such an undertaking is that the corpus can become part of the infrastructure of a research community that allows continued contributions by others individually and collaboratively. We also illustrate the usefulness of our local learner corpus for research, teaching, mentoring, and collaboration within our writing program with examples of the research projects and teaching interventions we have developed.
{"title":"Building a local learner corpus","authors":"M. H. Kwon, R. Partridge, S. Staples","doi":"10.1075/IJLCR.16017.KWO","DOIUrl":"https://doi.org/10.1075/IJLCR.16017.KWO","url":null,"abstract":"\u0000 This paper describes the construction process involved in creating a robust local learner corpus of texts produced by international students in a first-year writing course at a large public, mid-western university in the U.S. We show how involving faculty members and graduate students of our local writing program in the process of learner corpus analysis provides them with opportunities to develop their skills and knowledge as writing instructors, course designers, and, ultimately, knowledge producers. An additional benefit of such an undertaking is that the corpus can become part of the infrastructure of a research community that allows continued contributions by others individually and collaboratively. We also illustrate the usefulness of our local learner corpus for research, teaching, mentoring, and collaboration within our writing program with examples of the research projects and teaching interventions we have developed.","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/IJLCR.16017.KWO","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45086659","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":"Nick C. Ellis, Ute Römer and Matthew Brook O’Donnell, Usage-based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations of Construction Grammar","authors":"Mark M. McAndrews","doi":"10.1075/IJLCR.00002.MCA","DOIUrl":"https://doi.org/10.1075/IJLCR.00002.MCA","url":null,"abstract":"","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/IJLCR.00002.MCA","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397147","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":"Jennifer Thewissen, Accuracy across Proficiency Levels. A Learner Corpus Approach","authors":"C. Carlsen","doi":"10.1075/IJLCR.00003.CAR","DOIUrl":"https://doi.org/10.1075/IJLCR.00003.CAR","url":null,"abstract":"","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/IJLCR.00003.CAR","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45817957","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":"Alison Edwards, English in the Netherlands: Functions, forms and attitudes","authors":"P. D. Haan","doi":"10.1075/IJLCR.00001.HAA","DOIUrl":"https://doi.org/10.1075/IJLCR.00001.HAA","url":null,"abstract":"","PeriodicalId":29715,"journal":{"name":"International Journal of Learner Corpus Research","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/IJLCR.00001.HAA","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48979060","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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