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    Wyświetlanie 1-7 z 7
    Tytuł:
    Lexical Bundles Ending in that in Academic Writing by Czech Learners and Native Speakers of English
    Autorzy:
    Brůhová, Gabriela
    Vašků, Kateřina
    Powiązania:
    https://bibliotekanauki.pl/articles/2049137.pdf
    Data publikacji:
    2021-10-06
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    learner corpus
    VESPA
    lexical bundles
    that
    stance
    academic writing
    Opis:
    The aim of this paper is to explore how Czech learners of English use lexical bundles ending in that in their academic texts in comparison with novice and professional L1 authors. The analysis is based on three corpora (VESPA-CZ, BAWE and our own cor- pus of papers published in academic journals). The results suggest that Czech learners of English do not use a more limited repertoire of lexical bundles ending in that than pro- fessional writers. However, there are differences between the groups studied, especially in the range of various shell nouns used in nominal bundles. Novice writers, both L1 and L2, use bundles ending in that to express stance more frequently than professional writers.
    Źródło:
    Anglica. An International Journal of English Studies; 2021, 30(2); 53-69
    0860-5734
    Pojawia się w:
    Anglica. An International Journal of English Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Intra-individual Variability in the Emergence of Lexical Complexity in Speaking English at Secondary School
    Autorzy:
    Rokoszewska, Katarzyna Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/783205.pdf
    Data publikacji:
    2020
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Complex Dynamic Systems Theory (CDST), lexical complexity, variability, learner corpus, speaking
    Opis:
    Complex Dynamic Systems Theory (CDST) focuses on second language development (SLD) as opposed to second language acquisition (SLA). Emphasising internal complexity of the language system as well as dynamic and non-linear nature of language development, it represents a new approach to the role of variability which is rooted in developmental psychology. This approach agrees with research findings from the 1980s which identified different types and causes of variability, but it treats variability as the main factor responsible for language development and not as a peripheral phenomenon. Intra-individual variability, defined as differences in the level of a developmental variable within individuals and between repeated measurements, is said to have a positive influence on language development at various levels of proficiency. The present paper describes the third part of the case study whose aim is to analyse intra-individual variability in the emergence of lexical complexity in speaking English as a foreign language at secondary school in the case of a good, average and poor language learner. The first part of the case study examined this phenomenon with respect to general measures of complexity, accuracy and fluency, whereas the second part–with respect to specific measures of syntactic complexity. The results of the third part of the case study show some significant differences between the learners in terms of lexical variation as opposed to density, sophistication and frequency but hardly any such differences in intra-individual variability, pointing at the same time to a weak positive relationship between this type of variability and the rate of development.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 1; 107-142
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transcription of foreign personal names in the written works of learners of Latvian as a foreign language
    Autorzy:
    Kļavinska, Antra
    Powiązania:
    https://bibliotekanauki.pl/articles/1878494.pdf
    Data publikacji:
    2021-09-25
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    Latvian as foreign language
    learner corpus
    transcription of personal names
    error analysis
    Opis:
    Aim. The aim of this study is to analyse how personal names are transcribed in the written works of Latvian as foreign language learners, as well as the most typical mistakes when transcribing personal names in other languages, the attitude of students towards the Latvianisation of their personal names, and the experience of Latvian language teachers in teaching the principles of transcribing personal names. Methods. The study uses the corpus analysis method, as well as a survey of students and  survey of teachers who teach Latvian as a foreign language. The article includes error analysis of the personal name transcription established in the corpus and the analysis of the survey results. Results and conclusion. It was found out that students mostly know how to transcribe their names in Latvian; less frequently do they know how their surname should be transcribed. Their attitude towards Latvianisation of personal names is various: positive, negative or neutral. Latvian as a foreign language teachers emphasize the principle of transcription of foreign personal names and the need to provide its justification in the study process. It was concluded that further Latvian language acquisition process needs to be focused more on the problems with transcription of foreign personal names. Originality. This study highlights the aspect which is little researched in the applied linguistics – the issued linked to transcription of foreign personal names in the process of learning the Latvian language. The novelty is related to the use of a new resource (error-tagged learner corpus) data.
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 2; 469-481
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Investigating L2 spoken English through the role play learner corpus
    Autorzy:
    Nava, Andrea
    Pedrazzini, Luciana
    Powiązania:
    https://bibliotekanauki.pl/articles/780522.pdf
    Data publikacji:
    2011-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    learner corpus research
    second language spoken discourse
    spoken grammar
    tails
    discourse markers
    Opis:
    We describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spoken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the “Role Play” corpus, which consisted of 69 role-play interactions in English carried out by first-year students at B1+-B2 levels according to the Common European Framework of Reference. The analysis focused on the students’ use of two features of spoken English grammar, tails and the discourse markers ‘yes’ and ‘yeah’. Instances of these features from the data were compared with examples of British native speaker, learner and Italian native speaker usage. Preliminary findings pointed to the role of the students’ first language, L2 proficiency and specific task features in the range and frequency of these phenomena as well as in the functions they deployed in the spoken discourse of the informants.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 1; 37-56
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
    Autorzy:
    Akbaş, Erdem
    Ölçü-Dinçer, Zeynep
    Powiązania:
    https://bibliotekanauki.pl/articles/2051527.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grammatical morpheme
    second language acquisition
    natural order
    learner corpus
    English as a foreign language
    Opis:
    The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationships between the average semester growth rates of lexical sophistication in L2 English writing at secondary school: A learner corpus analysis
    Autorzy:
    ROKOSZEWSKA, KATARZYNA
    Powiązania:
    https://bibliotekanauki.pl/articles/1395907.pdf
    Data publikacji:
    2021-07-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Complex Dynamic Systems Theory (CDST)
    lexical sophistication
    the average semester growth rate (ASGR)
    L2 English writing, learner corpus
    Opis:
    In line with Complex Dynamic Systems Theory (CDST), the aim of the paper is to examine dynamics and causality among the growth rates of lexical sophistication in L2 writing development. The study was based on The Written English Developmental Corpus of Polish Learners (WEDCPL) which consists of over 1,900 essays composed during 21 repeated measurements by 100 learners over three years (2014–2017) at secondary school. Lexical sophistication, operationalised as different frequency levels, was analysed with the Lextutor software (Cobb 2014). The results indicated that the learners relied on the first frequency level. The monthly growth rates (MGRs) of the frequency levels were variable but no significant peaks were registered. The relationships between the average semester growth rates (ASGRs) revealed competition between the first and higher frequency levels, and some support between the higher levels. Thus, developing learners’ lexis beyond the first level counteracts the production of lexically unsophisticated texts and supports the use of more advanced words.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 1; 81-102
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English Language Error Analysis of the Written Texts Produced by Ukrainian Learners: Data Collection
    Autorzy:
    Kotsyuk, Lessia Mykolayivna
    Powiązania:
    https://bibliotekanauki.pl/articles/677027.pdf
    Data publikacji:
    2015
    Wydawca:
    Polska Akademia Nauk. Instytut Slawistyki PAN
    Tematy:
    corpus
    data
    English language
    error
    error analysis
    Ukrainian learner
    Opis:
    English Language Error Analysis of the Written Texts Produced by Ukrainian Learners: Data CollectionRecently, the studies of second language acquisition have tended to focus on learners errors as they help to predict the difficulties involved in acquiring a second language. Thus, teachers can be made aware of the difficult areas to be encountered by the students and pay special attention and devote emphasis to them. The research goals of the article are to define what error analysis is and how it is important in L2 teaching process, to state the significance of corpus studies in identifying of different types of errors and mistakes, to provide the results of error analysis of the corpus of written texts produced by Ukrainian learners. In this article, major types of errors in English as a second language for Ukrainian students are mentioned.
    Źródło:
    Cognitive Studies; 2015, 15
    2392-2397
    Pojawia się w:
    Cognitive Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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