Temat: Learner Corpus - Katalog OPAC zbiorów

Skocz do pozycji: 1.

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

Zmień widok

na półce

Skocz do pozycji: 2.

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

Zmień widok

na półce

Skocz do pozycji: 3.

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

Zmień widok

na półce

Skocz do pozycji: 4.

Tytuł:: Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing
Autorzy:: Juknevičienė, Rita
Grabowski, Łukasz
Powiązania:: https://bibliotekanauki.pl/articles/620546.pdf
Data publikacji:: 2018-11-16
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: EFL writing
learner corpus
Lithuanian EFL learners
phrase-frame
Polish EFL learners
Opis:: Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002- 2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame approach highlights structural peculiarities of learner writing which are otherwise difficult to capture.
Źródło:: Research in Language; 2018, 16, 3
1731-7533
Pojawia się w:: Research in Language
Dostawca treści:: Biblioteka Nauki

Artykuł

Zmień widok

na półce

Skocz do pozycji: 5.

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

Zmień widok

na półce

Skocz do pozycji: 6.

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

Zmień widok

na półce

Skocz do pozycji: 7.

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

Zmień widok

na półce

Skocz do pozycji: 8.

Tytuł:: Il progetto "Scrivere Come Risorsa Professionale nella Svizzera Italiana": aspetti linguistici quantitativi e qualitativi delle tesi di laurea nella Scuola Universitaria Professionale della Svizzera italiana
"Writing as a Professional Resource in Southern Switzerland": Quantitative and Qualitative Aspects of Bachelor’s Theses at the University of Applied Sciences and Arts of Southern Switzerland
Autorzy:: Cignetti, Luca
Demartini, Silvia
Puccinelli, Daniele
Powiązania:: https://bibliotekanauki.pl/articles/446310.pdf
Data publikacji:: 2018-06-20
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: scrittura accademica
corpus di apprendenti
analisi automatica del linguaggio
italiano scritto
insegnamento della lingua
academic writing
Italian learner corpus
natural language processing
written Italian language
language teaching
Opis:: In questo contributo viene introdotto il progetto Scrivere Come Risorsa Professionale nella Svizzera italiana (SCRiPSIt), promosso dal Dipartimento formazione e apprendimento (DFA) della Scuola Universitaria Professionale della Svizzera Italiana (SUPSI). Il progetto si propone di identificare le difficoltà e gli errori più ricorrenti nella scrittura delle tesi di laurea in lingua italiana degli studenti di tre dipartimenti della SUPSI (Dipartimento Formazione e Apprendimento, Dipartimento Tecnologie Innovative, Dipartimento Economia Aziendale, Sanità e Sociale) e di una scuola affiliata (Accademia Teatro Dimitri), con l’obiettivo di migliorarne la qualità linguistica e formale. Dopo una descrizione degli obiettivi e dello stato attuale di realizzazione del corpus, ci si sofferma sull’illustrazione dei software impiegati per l’analisi automatica, sui primi esiti dell’analisi relativa al lessico e sulle potenzialità dell’impiego della pipeline Tint. I risultati del progetto consentiranno di attivare corsi specifici dedicati alla scrittura delle tesi di laurea e più in generale alla scrittura di tipo funzionale e professionale, con applicazione potenzialmente estesa a tutti i dipartimenti della SUPSI e alle scuole affiliate.
This paper describes the highlights of Project SCRiPSIt (Writing as a Professional Resource in Southern Switzerland), led by the Department of Teaching and Learning of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI). Located in the largest Italian-speaking population centre outside of Italy, SUPSI is a heterogeneous higher-learning institution with a strong emphasis on professional development. Project SCRiPSIt investigates a relatively large corpus of SUPSI bachelor’s theses by bringing together a heterogeneous research team featuring a combination of qualitative and quantitative research expertise in linguistics as well as in automated text processing. After a description of the key project objectives, we present an overview of the current state of the corpus and of the text-processing pipeline, along with some preliminary results.
Źródło:: Italica Wratislaviensia; 2018, 9.1; 35-50
2084-4514
Pojawia się w:: Italica Wratislaviensia
Dostawca treści:: Biblioteka Nauki

Artykuł

Zmień widok

na półce

Skocz do pozycji: 9.

Tytuł:: Les apprenants prennent la parole : analyse des procédés de cohesion utilises dans le cadre d’une interview avec des locuteurs natifs
Learners speak with native speakers: analysis of cohesion processes in an interview with native speakers
Autorzy:: Valetopoulos, Freiderikos
Powiązania:: https://bibliotekanauki.pl/articles/1036451.pdf
Data publikacji:: 2021-03-31
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: Learner Corpus
French as a Foreign Language
Interviews
Native speakers
CEFR
Cohesion
korpusy uczniowskie
francuski jako język obcy
wywiad
rodzimy użytkownik języka
ESOKJ
spójność wypowiedzi
Opis:: The aim of this paper is to explore the strategies used by B1 learners of French as a Foreign Language to construct their discourse and achieve cohesion during an interview with native speakers. The results of this analysis will highlight the characteristics of the development of oral competences. According to the Common European Framework of Reference for Languages, B1 learners can communicate with some confidence on familiar routine and non-routine matters related to their interests and professional field. In an interview task, learners are able to take some initiatives but are very dependent on the interviewer in the interaction. Learners should also be able to use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. The corpus analysis indicated certain strategies expressing inter-sentential and inter-sequential cohesion, such as use of discourse markers (et, donc) or markers of agreement (d’accord).
Źródło:: Neofilolog; 2021, 56/1; 91-105
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

Artykuł

Zmień widok

na półce

Skocz do pozycji: 10.

Tytuł:: Native vs. non-native English: data-driven lexical analysis
Autorzy:: Witalisz, Ewa
Leśniewska, Justyna
Powiązania:: https://bibliotekanauki.pl/articles/634383.pdf
Data publikacji:: 2015
Wydawca:: Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:: advanced EFL use, corpus analysis of learner language, lexical features of L2 writing
Opis:: This article presents a preliminary, data-driven study of a corpus of texts written by advanced Polish learners of English, which were analysed with reference to a baseline corpus of native-speaker texts. The texts included in both corpora were produced in similar circumstances (classroom setting), with the same time and word limit, and in response to the same task. We conducted a comparative lexical analysis of the two corpora, using corpus methodology (word lists, cluster analysis, concordances, keyness) to identify the most significant differences. The most important conclusion from this study is that advanced foreign language use may differ from native-speaker language use in ways which only become visible in larger samples of language, and the differences, if analysed individually, would not be regarded as errors and would go unnoticed. There is some evidence in the study that some of these differences may be attributed to cross-linguistic influence.
Źródło:: Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2015, 129, 2
2083-4624
Pojawia się w:: Studia Linguistica Universitatis Iagellonicae Cracoviensis
Dostawca treści:: Biblioteka Nauki

Artykuł

Zmień widok

na półce

Informacja

Wyszukujesz frazę "Learner Corpus" wg kryterium: Temat

Źródło danych

Dostawca treści

Kolekcja

Rok wydania

Wydawca

Temat

Autor

Typ dokumentu

Język