As a diachronic corpus-based investigation into onomasiological variation, this study has two main objectives. First, the paper analyses the evolution of the concept of sweet-smelling as a whole – that is, as instantiated by the three near-synonymous adjectives, fragrant, perfumed and scented, with a focus on language-external pressures for distributional changes. There seems to exist variation over time in the nouns that the concept typically collocates with, going from nouns referring to entities with a natural, pleasant smell to entities with an artificial agreeable aroma. It is here argued that this change is motivated by the social and technological transformations experienced by American society after the First and Second Industrial Revolutions, a claim that finds preliminary empirical support in the distribution from 1820 to 2009 of a series of lexical indicators from the semantic domains of cleaning, cosmetics and textile & clothing. Second, the distribution over time of the three adjectives is examined. The data point to a reorganisation concerning the internal semantic structure of the synonym set, with scented gaining ground at the expense of fragrant and perfumed in several contexts of use. Furthermore, the adjectives exhibit highly idiosyncratic collocational preferences, which go a long way towards explaining the alternation between them.
{"title":"Ongoing semantic change in a modernising society: a look at some adjectives from the olfactory domain in the Corpus of Historical American English","authors":"Daniela Pettersson-Traba","doi":"10.3366/cor.2022.0264","DOIUrl":"https://doi.org/10.3366/cor.2022.0264","url":null,"abstract":"As a diachronic corpus-based investigation into onomasiological variation, this study has two main objectives. First, the paper analyses the evolution of the concept of sweet-smelling as a whole – that is, as instantiated by the three near-synonymous adjectives, fragrant, perfumed and scented, with a focus on language-external pressures for distributional changes. There seems to exist variation over time in the nouns that the concept typically collocates with, going from nouns referring to entities with a natural, pleasant smell to entities with an artificial agreeable aroma. It is here argued that this change is motivated by the social and technological transformations experienced by American society after the First and Second Industrial Revolutions, a claim that finds preliminary empirical support in the distribution from 1820 to 2009 of a series of lexical indicators from the semantic domains of cleaning, cosmetics and textile & clothing. Second, the distribution over time of the three adjectives is examined. The data point to a reorganisation concerning the internal semantic structure of the synonym set, with scented gaining ground at the expense of fragrant and perfumed in several contexts of use. Furthermore, the adjectives exhibit highly idiosyncratic collocational preferences, which go a long way towards explaining the alternation between them.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46883067","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}
Discourse markers, as the elements which serve to establish writer-reader/speaker-audience interaction, can be multi-functional. Considering the multi-functionality of discourse markers, this study will analyse the discourse marker you know in terms of its translation and function in an English–Persian context. For this purpose, the Mizan parallel corpus of English–Persian languages (13,596,676 tokens) was used. Alongside the parallel corpus, a second Persian corpus, the Bijankhan Corpus (68,560,954 words), was used as the reference corpus against which translations and functions were compared. From amongst the 5,349 tokens of you know in the English corpus, 991 were thetical. The analysis of the corpora indicated that the thetical you know had fourteen functions in English, while its counterpart miduni (‘you know’) in Persian had sixteen. From among the functions, claiming acceptance, introducing explanations and giving shared knowledge were the most prevalent in the parallel corpus, whereas in the reference corpus, claiming acceptance, giving shared knowledge and softening the force of an utterance were the most common functions. Close reading of the corpus demonstrated that the functions of the discourse marker you know remained unchanged in translation due to its context-dependency. In addition, there appeared to be six different translation strategies in transferring discourse markers. We hope that the results of this study have useful implications for researchers in such areas as comparative linguistics, translation studies and corpus linguistics.
{"title":"Function and translation of the thetical you know: a parallel corpus-based investigation of English and Persian","authors":"Z. Ghane, Mehrdad Vasheghani Farahani","doi":"10.3366/cor.2022.0263","DOIUrl":"https://doi.org/10.3366/cor.2022.0263","url":null,"abstract":"Discourse markers, as the elements which serve to establish writer-reader/speaker-audience interaction, can be multi-functional. Considering the multi-functionality of discourse markers, this study will analyse the discourse marker you know in terms of its translation and function in an English–Persian context. For this purpose, the Mizan parallel corpus of English–Persian languages (13,596,676 tokens) was used. Alongside the parallel corpus, a second Persian corpus, the Bijankhan Corpus (68,560,954 words), was used as the reference corpus against which translations and functions were compared. From amongst the 5,349 tokens of you know in the English corpus, 991 were thetical. The analysis of the corpora indicated that the thetical you know had fourteen functions in English, while its counterpart miduni (‘you know’) in Persian had sixteen. From among the functions, claiming acceptance, introducing explanations and giving shared knowledge were the most prevalent in the parallel corpus, whereas in the reference corpus, claiming acceptance, giving shared knowledge and softening the force of an utterance were the most common functions. Close reading of the corpus demonstrated that the functions of the discourse marker you know remained unchanged in translation due to its context-dependency. In addition, there appeared to be six different translation strategies in transferring discourse markers. We hope that the results of this study have useful implications for researchers in such areas as comparative linguistics, translation studies and corpus linguistics.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43357000","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 study examines the use of recurrent multi-word sequences (lexical bundles) found in a learner corpus of English argumentative essays written by L1 Korean college students at three different proficiency levels: low, mid and high. After compiling a list of the most frequently occurring four-word bundles in the three sub-corpora of the learner corpus, the study categorises them by structure and identifies which bundles appear in more than one sub-corpus. It then identifies frequent bi-grams embedded in the bundles in each sub-corpus to ascertain how the learners at each proficiency level construct multi-word sequences in context. The findings indicate that more proficient learners favour phrasal bundles, often producing them along with post-modifiers and in longer sentences, and thus approximating norms for academic prose. Lower proficiency learners, however, tend to use more clausal bundles, often including first-person pronouns and employing only a few specific verbs such as want and be, all of which are characteristic of spoken and informal registers. Taken together, these findings reflect L2 development in the use of formulaic language as they describe the uses of lexical bundles that are specific to each proficiency level.
{"title":"English lexical bundles in a learner corpus of argumentative essays written by Korean university students","authors":"I. Yoo, Y. Shin","doi":"10.3366/cor.2022.0245","DOIUrl":"https://doi.org/10.3366/cor.2022.0245","url":null,"abstract":"This study examines the use of recurrent multi-word sequences (lexical bundles) found in a learner corpus of English argumentative essays written by L1 Korean college students at three different proficiency levels: low, mid and high. After compiling a list of the most frequently occurring four-word bundles in the three sub-corpora of the learner corpus, the study categorises them by structure and identifies which bundles appear in more than one sub-corpus. It then identifies frequent bi-grams embedded in the bundles in each sub-corpus to ascertain how the learners at each proficiency level construct multi-word sequences in context. The findings indicate that more proficient learners favour phrasal bundles, often producing them along with post-modifiers and in longer sentences, and thus approximating norms for academic prose. Lower proficiency learners, however, tend to use more clausal bundles, often including first-person pronouns and employing only a few specific verbs such as want and be, all of which are characteristic of spoken and informal registers. Taken together, these findings reflect L2 development in the use of formulaic language as they describe the uses of lexical bundles that are specific to each proficiency level.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48600527","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}
Acquiring English collocations poses a major challenge for second language (L2) learners. It has been well noted that even advanced L2 English learners have difficulty using basic verb + noun collocations. Among the factors that make it difficult to acquire L2 collocations, the influence of learners’ first language (L1) has been repeatedly pointed out in the literature. As learners’ L1 and target language (L2) use data can help us to examine L1 influence effectively, in this study, we used a bilingual essay corpus, in which the same individuals ( n = 524) produced L1 and L2 essays on the same topic, to investigate the relationship between Japanese efl (English as a foreign language) learners’ L1 and their English collocation use in written essays. We also referred to essays written by native speakers of English on the same topic as a reference corpus ( n = 200). The proficiency level of 524 individuals in the learner corpus data was divided into three levels according to the Common European Framework of Reference (cefr): A2 (Waystage), B1 (Threshold) and B2 (Vantage). We focussed on the use of ‘ make + noun’ collocations as the target structure in this study and extracted them from the two corpora. Results suggest that, although the differences between the learner levels were not found to be statistically significant, the learners underused make + noun collocations with less variation, compared with native speakers of English. The pedagogical implications of this finding are discussed in terms of materials and syllabus development for efl learners.
{"title":"Exploring the use of make + noun collocations by Japanese EFL learners through a bilingual essay corpus","authors":"Ryo Sawaguchi, Atsushi Mizumoto","doi":"10.3366/cor.2022.0247","DOIUrl":"https://doi.org/10.3366/cor.2022.0247","url":null,"abstract":"Acquiring English collocations poses a major challenge for second language (L2) learners. It has been well noted that even advanced L2 English learners have difficulty using basic verb + noun collocations. Among the factors that make it difficult to acquire L2 collocations, the influence of learners’ first language (L1) has been repeatedly pointed out in the literature. As learners’ L1 and target language (L2) use data can help us to examine L1 influence effectively, in this study, we used a bilingual essay corpus, in which the same individuals ( n = 524) produced L1 and L2 essays on the same topic, to investigate the relationship between Japanese efl (English as a foreign language) learners’ L1 and their English collocation use in written essays. We also referred to essays written by native speakers of English on the same topic as a reference corpus ( n = 200). The proficiency level of 524 individuals in the learner corpus data was divided into three levels according to the Common European Framework of Reference (cefr): A2 (Waystage), B1 (Threshold) and B2 (Vantage). We focussed on the use of ‘ make + noun’ collocations as the target structure in this study and extracted them from the two corpora. Results suggest that, although the differences between the learner levels were not found to be statistically significant, the learners underused make + noun collocations with less variation, compared with native speakers of English. The pedagogical implications of this finding are discussed in terms of materials and syllabus development for efl learners.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47139315","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}
In English, a relative clause (rc) follows the head noun phrase (np). Conversely, the rc in Chinese precedes the head np directly before it or is separated by a determiner phrase (dp). This is uncommon in the subject-verb-object order language and results in two types of constructions. For Chinese as foreign language (cfl) learners, this construction alternation is complex to acquire and is dependent on many factors. This study aims to explore the underlying factors influencing cfl learners’ outer modifier nominal (omn)/inner modifier nominal (imn) alternation and whether they have multiple interactions. A multifactorial exploration of the significant predictors of the omn/imn alternation in Chinese interlanguage data, taken from the International Chinese Interlanguage Corpus, was conducted. Conditional inference trees and random forests were used to analyse the data. The predictors studied consist of head np animacy (HeadNPAnimacy), head np length (HeadNPLength), grammatical roles of head nps in matrix clauses (HeadNPMatRole), grammatical roles of head nps in rcs (HeadNPRelRole), length of rcs (RCLength), types of native languages (NLType), and learners’ Chinese proficiency (CHProficiency). Examinations of omn/imn alternation show predictors’ significant effects in descending order of their effect size: HeadNPRelRole, HeadNPMatRole, RCLength, NLType, and HeadNPAnimacy.
{"title":"The ordering of relative clauses and determiner phrases in Chinese interlanguage: a multifactorial study","authors":"Jiajin Xu, Zhao Liu","doi":"10.3366/cor.2022.0246","DOIUrl":"https://doi.org/10.3366/cor.2022.0246","url":null,"abstract":"In English, a relative clause (rc) follows the head noun phrase (np). Conversely, the rc in Chinese precedes the head np directly before it or is separated by a determiner phrase (dp). This is uncommon in the subject-verb-object order language and results in two types of constructions. For Chinese as foreign language (cfl) learners, this construction alternation is complex to acquire and is dependent on many factors. This study aims to explore the underlying factors influencing cfl learners’ outer modifier nominal (omn)/inner modifier nominal (imn) alternation and whether they have multiple interactions. A multifactorial exploration of the significant predictors of the omn/imn alternation in Chinese interlanguage data, taken from the International Chinese Interlanguage Corpus, was conducted. Conditional inference trees and random forests were used to analyse the data. The predictors studied consist of head np animacy (HeadNPAnimacy), head np length (HeadNPLength), grammatical roles of head nps in matrix clauses (HeadNPMatRole), grammatical roles of head nps in rcs (HeadNPRelRole), length of rcs (RCLength), types of native languages (NLType), and learners’ Chinese proficiency (CHProficiency). Examinations of omn/imn alternation show predictors’ significant effects in descending order of their effect size: HeadNPRelRole, HeadNPMatRole, RCLength, NLType, and HeadNPAnimacy.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43631286","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}
As a field of research closely connected with second language acquisition, teaching and learning, learner corpus research (lcr) has garnered interest among language teachers and researchers in Hong Kong, where English is one of the two official languages (alongside Chinese) and also one of the chief mediums of instruction in education. In view of this unique situation, this paper provides a comprehensive overview of lcr within different teaching contexts in Hong Kong and identifies some major research trends and issues. Through this survey of the development of lcr in the region, we find that great advances have been made over the past three decades. Specifically, the object of analysis has shifted from cherry-picked, isolated textual features to operationalised parameters such as metadiscourse markers, lexical diversity, and syntactic complexity to study learners’ language output. Despite the progress that has been achieved so far, there remain a number of important questions for lcr in the context of Hong Kong. In particular, some researchers tend to broadly apply the term ‘learner corpus’ even to the language output of expert-level L2 speakers. Yet, whether this group of speakers can be treated as L2 learners, and their language output as a learner corpus, remains contested. In addition, existing learner corpora are also limited in their scope by genre, with the majority being compiled from letters and essay writings. This paper concludes with suggestions on how these limitations can be addressed in future research.
{"title":"Learner corpus research in Hong Kong: past, present and future","authors":"Kanglong Liu, Joyce Oiwun Cheung, Nan Zhao","doi":"10.3366/cor.2022.0248","DOIUrl":"https://doi.org/10.3366/cor.2022.0248","url":null,"abstract":"As a field of research closely connected with second language acquisition, teaching and learning, learner corpus research (lcr) has garnered interest among language teachers and researchers in Hong Kong, where English is one of the two official languages (alongside Chinese) and also one of the chief mediums of instruction in education. In view of this unique situation, this paper provides a comprehensive overview of lcr within different teaching contexts in Hong Kong and identifies some major research trends and issues. Through this survey of the development of lcr in the region, we find that great advances have been made over the past three decades. Specifically, the object of analysis has shifted from cherry-picked, isolated textual features to operationalised parameters such as metadiscourse markers, lexical diversity, and syntactic complexity to study learners’ language output. Despite the progress that has been achieved so far, there remain a number of important questions for lcr in the context of Hong Kong. In particular, some researchers tend to broadly apply the term ‘learner corpus’ even to the language output of expert-level L2 speakers. Yet, whether this group of speakers can be treated as L2 learners, and their language output as a learner corpus, remains contested. In addition, existing learner corpora are also limited in their scope by genre, with the majority being compiled from letters and essay writings. This paper concludes with suggestions on how these limitations can be addressed in future research.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42994625","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":"Introduction to the special issue on learner corpora research in the Asia Pacific Region","authors":"Chae Kwan Jung","doi":"10.3366/cor.2022.0243","DOIUrl":"https://doi.org/10.3366/cor.2022.0243","url":null,"abstract":"","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43828610","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 polysemous adverb just is frequently used by efl learners, but many learners are still unaware of how just should be used. The aim of this study is to examine how frequently different meanings of the adverb just are employed by native speakers and Taiwanese efl learners in their essays and to identify the differences in the lexico-grammatical patterns. Drawing data from one native-speaker corpus and two Taiwanese efl learner corpora, we investigated ( i) the overall frequencies of just, ( ii) the frequencies of just by meaning categories, and ( iii) the lexico-grammatical patterns of the different meanings of just, as well as their semantic and syntactic features. Results showed that the overall frequencies of just were similar in the native speaker and learner corpora, but there was a smaller variety of the use of adverbial just in the learner corpora. By examining the lexico-grammatical patterns, we found that the meanings of the adverbial just were induced in the following patterns: first, when it modified different syntactic structures; secondly, when it co-occurred with specific contextual clues; and, thirdly, when it interacted with particular tense/aspect of a verb. In addition, semantic features and lexical choices had a pivotal role in determining whether the use of a particular sense of just was acceptable in a sentence. By providing corpus-based teaching material for the uses of adverbial just, it is hoped that our study will shed light on the perplexing issue of adverb acquisition.
{"title":"A corpus-based study of native speakers’ and Taiwanese EFL learners’ use of the adverb just","authors":"Yifan Lin, Siaw-Fong Chung","doi":"10.3366/cor.2022.0249","DOIUrl":"https://doi.org/10.3366/cor.2022.0249","url":null,"abstract":"The polysemous adverb just is frequently used by efl learners, but many learners are still unaware of how just should be used. The aim of this study is to examine how frequently different meanings of the adverb just are employed by native speakers and Taiwanese efl learners in their essays and to identify the differences in the lexico-grammatical patterns. Drawing data from one native-speaker corpus and two Taiwanese efl learner corpora, we investigated ( i) the overall frequencies of just, ( ii) the frequencies of just by meaning categories, and ( iii) the lexico-grammatical patterns of the different meanings of just, as well as their semantic and syntactic features. Results showed that the overall frequencies of just were similar in the native speaker and learner corpora, but there was a smaller variety of the use of adverbial just in the learner corpora. By examining the lexico-grammatical patterns, we found that the meanings of the adverbial just were induced in the following patterns: first, when it modified different syntactic structures; secondly, when it co-occurred with specific contextual clues; and, thirdly, when it interacted with particular tense/aspect of a verb. In addition, semantic features and lexical choices had a pivotal role in determining whether the use of a particular sense of just was acceptable in a sentence. By providing corpus-based teaching material for the uses of adverbial just, it is hoped that our study will shed light on the perplexing issue of adverb acquisition.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42762114","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}
Corpus linguistics has firmly established itself as a major area of research within linguistics. Arguably, one of the most practical applications of corpora and corpus linguistics has been in the area of second language (L2) acquisition research. Emerging from the integration of the fields of corpus linguistics and second language acquisition, learner corpus research has greatly enhanced our understanding of how language learners acquire and use their L2 ( Granger, 2002 ). Since its inception in the 1980s ( Granger et al., 2015 ), learner corpus research has increasingly attracted scholarly attention from around the world. This paper highlights the state of learner corpus research in New Zealand, focussing, in particular, on lexical and syntactic aspects of learner language. In doing so, it reviews the learner corpus studies carried out to date by New Zealand-based researchers, describing the results and implications of such research in the context of L2 education, and discussing the current status and future prospects of learner corpus research in New Zealand.
语料库语言学已经成为语言学的一个主要研究领域。可以说，语料库和语料库语言学最实际的应用之一是在第二语言习得研究领域。语料库研究融合了语料库语言学和第二语言习得领域，极大地增强了我们对语言学习者如何习得和使用二语的理解（Granger，2002）。自20世纪80年代成立以来（Granger et al.，2015），学习者语料库研究越来越受到世界各地学术界的关注。本文重点介绍了新西兰学习者语料库的研究现状，特别关注学习者语言的词汇和句法方面。在此过程中，它回顾了新西兰研究人员迄今为止进行的学习者语料库研究，描述了此类研究在二语教育背景下的结果和意义，并讨论了新西兰学习者语料库的研究现状和未来前景。
{"title":"Learner corpus research in New Zealand","authors":"A. Siyanova-Chanturia, J. Parkinson, Taha Omidian","doi":"10.3366/cor.2022.0250","DOIUrl":"https://doi.org/10.3366/cor.2022.0250","url":null,"abstract":"Corpus linguistics has firmly established itself as a major area of research within linguistics. Arguably, one of the most practical applications of corpora and corpus linguistics has been in the area of second language (L2) acquisition research. Emerging from the integration of the fields of corpus linguistics and second language acquisition, learner corpus research has greatly enhanced our understanding of how language learners acquire and use their L2 ( Granger, 2002 ). Since its inception in the 1980s ( Granger et al., 2015 ), learner corpus research has increasingly attracted scholarly attention from around the world. This paper highlights the state of learner corpus research in New Zealand, focussing, in particular, on lexical and syntactic aspects of learner language. In doing so, it reviews the learner corpus studies carried out to date by New Zealand-based researchers, describing the results and implications of such research in the context of L2 education, and discussing the current status and future prospects of learner corpus research in New Zealand.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42939932","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 interest in the exploitation of corpora in the study of Korean L2 learners’ use of English has risen dramatically over the past two decades, leading to the compilation of learner corpora and to numerous empirical investigations into Korean learners’ use of English. This paper will give an overview of the compilation and characteristics of English learner corpora in Korea and will also provide an analysis of the recent trends in learner corpus research. It was not until the mid-2000s that Korean academics started to compile English learner corpora, such as the snu Korean-speaking English Learner Corpus (skelc), the Yonsei English Learner Corpus (yelc), the Gachon Learner Corpus (glc), the Neungyule Interlanguage Corpus of Korean Learners of English (nickle), the efl Teacher Corpus (etc), the Korean English Learners’ Spoken Corpus (kelsc) and the ets Corpus of Non-native Written English (TOEFL11). There have also been a growing number of learner corpus-based studies that used the existing learner corpora as well as self-compiled corpus data. All the learner corpus-based research articles published in two Korean academic journals ( English Teaching and Korean Journal of Applied Linguistics) will be reviewed and analysed in terms of research topics and areas, data types, analysis methods and corpus compilation practices. Finally, this paper will suggest some future directions for learner corpus compilation and research in Korea.
{"title":"English learner corpora and research in Korea","authors":"Heokseung Kwon","doi":"10.3366/cor.2022.0244","DOIUrl":"https://doi.org/10.3366/cor.2022.0244","url":null,"abstract":"The interest in the exploitation of corpora in the study of Korean L2 learners’ use of English has risen dramatically over the past two decades, leading to the compilation of learner corpora and to numerous empirical investigations into Korean learners’ use of English. This paper will give an overview of the compilation and characteristics of English learner corpora in Korea and will also provide an analysis of the recent trends in learner corpus research. It was not until the mid-2000s that Korean academics started to compile English learner corpora, such as the snu Korean-speaking English Learner Corpus (skelc), the Yonsei English Learner Corpus (yelc), the Gachon Learner Corpus (glc), the Neungyule Interlanguage Corpus of Korean Learners of English (nickle), the efl Teacher Corpus (etc), the Korean English Learners’ Spoken Corpus (kelsc) and the ets Corpus of Non-native Written English (TOEFL11). There have also been a growing number of learner corpus-based studies that used the existing learner corpora as well as self-compiled corpus data. All the learner corpus-based research articles published in two Korean academic journals ( English Teaching and Korean Journal of Applied Linguistics) will be reviewed and analysed in terms of research topics and areas, data types, analysis methods and corpus compilation practices. Finally, this paper will suggest some future directions for learner corpus compilation and research in Korea.","PeriodicalId":44933,"journal":{"name":"Corpora","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42376331","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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