Электронная библиотека Финансового университета

     
?

Детальная информация
Карточка Таблица RUSMARC

Разрешенные действия: –

Действие 'Прочитать' будет доступно, если вы выполните вход в систему или будете работать с сайтом на компьютере в другой сети Действие 'Загрузить' будет доступно, если вы выполните вход в систему или будете работать с сайтом на компьютере в другой сети

Группа: Анонимные пользователи

Сеть: Интернет

Права на использование объекта хранения

Место доступа Группа пользователей Действие
Локальная сеть Финуниверситета Все Прочитать Печать Загрузить
Интернет Читатели Прочитать Печать
-> Интернет Анонимные пользователи

Оглавление

  • Learner Corpora and Language Teaching
  • Editorial page
  • Title page
  • Copyright page
  • Table of contents
  • Introduction
    • Acknowledgements
    • References
  • Section I. New learner corpora and tools
    • The ‘Trinity Lancaster Corpus’
      • 1. Introduction
      • 2. Trinity Lancaster Corpus: Description of the resource
        • 2.1 Corpus overview
          • 2.1.1 The nature of interaction: Linguistic setting and the speaking tasks
          • 2.1.2 Linguistic and cultural background
          • 2.1.3 Proficiency in spoken English
          • 2.1.4 Sociolinguistic characteristics: Age, gender and education
          • 2.1.5 Learning experience: Age of acquisition, learning history and patterns of use
        • 2.2 Accessing and searching the TLC
      • 3. Issues in the corpus analysis of learner language
        • 3.1 Transcription: Capturing spoken learner language
        • 3.2 Comparison of (sub)corpora
      • 4. Applications of spoken learner corpora in language teaching
        • 4.1 The use of spoken corpora in language teaching
        • 4.2 Using learner corpora in language teaching
      • 5. Using the TLC for pedagogical purposes
        • 5.1 Comparison across proficiency levels: Expression of disagreement
          • Corpus findings
          • Pedagogical implications
        • 5.2 Comparison across tasks: Ability to adjust linguistic choice according to situation
          • Corpus findings
          • Pedagogical implications
        • 5.3 Comparison between less and more successful learners: Active and engaged listenership
          • Corpus findings
          • Pedagogical implications
      • 6. Conclusion
      • Acknowledgements
      • References
    • To automated generation of test questions on the basis of error annotations in EFL essays
      • 1. Introduction
        • 1.1 Previous research in corpus annotation
        • 1.2 Description of the learner corpus and annotation practices adopted in it
      • 2. Benefits of error annotations in REALEC for teaching and learning English
        • 2.1 Pedagogical directions in using a learner corpus in university EFL classes
        • 2.2 REALEC English Test Maker: Related works, the main principles and stages of work of the program
        • 2.3 REALEC English Test Maker: Special cases
        • 2.4 RETM (REALEC English Test Maker): Editing automatically generated questions
      • 3. Discussion
      • Acknowledgements
      • References
        • Appendix 1. Classification of grammar error tags – morphology at all levels (except Verb pattern, the area that has the largest number of specific tags)
        • Appendix 2. Classification of grammar error tags – syntax at all levels
        • Appendix 3. Classification of tags – errors in Vocabulary and Discourse areas at all levels
  • Section II. Written learner corpora and language teaching
    • Complexity and qualitative lexical knowledge
      • 1. Introduction
      • 2. Vocabulary knowledge and English verbs: A theoretical frame
        • 2.1 Quantitative knowledge
        • 2.2 Qualitative knowledge
        • 2.3 English verbs: High frequency and grammatical patterns
      • 3. Method
        • 3.1 Data extraction
        • 3.2 Data analysis
      • 4. Findings
        • 4.1 Complexity and grammatical distribution
        • 4.2 Collocations
      • 5. Implications for language teaching
      • 6. Conclusion
      • References
    • Cohesion or ‘coesione’?
      • 1. Introduction
      • 2. Cohesion
        • 2.1 Defining cohesion
        • 2.2 Cohesion and L2 learning
        • 2.3 Cohesion and cross-linguistic influence
        • 2.4 Contrastive Interlanguage Analysis
        • 2.5 The present study
      • 3. Method
        • 3.1 Linking adjuncts
          • 3.1.1 Organizational linking adjuncts
          • 3.1.2 Target linking adjuncts
        • 3.2 Corpora
          • 3.2.1 Learner corpus
          • 3.2.2 Reference corpus
        • 3.3 Analysis
      • 4. Results
        • 4.1 Organizational linking adjuncts
          • 4.1.1 Ordering linking adjuncts
          • 4.1.2 Summarizing and concluding linking adjuncts
        • 4.2 Target linking adjuncts
          • 4.2.1 Consequently
          • 4.2.2 Eventually
          • 4.2.3 Rewording linking adjuncts
      • 5. Discussion
        • 5.1 Organizational linking adjuncts
          • 5.1.1 Ordering linking adjuncts
          • 5.1.2 Summarizing and concluding linking adjuncts
        • 5.2 Target linking adjuncts
          • 5.2.1 Consequently
          • 5.2.2 Eventually
          • 5.2.3 Rewording linking adjuncts
        • 5.3 Pedagogical implications
        • 5.4 Limitations and directions for future research
      • 6. Conclusion
      • Acknowledgements
      • References
    • Researching learner language through POS keyword and syntactic complexity analyses
      • 1. Introduction
      • 2. Research methodology
        • 2.1 Data
        • 2.2 Research methods
      • 3. Contrasting learner corpora (1): POS keyword analysis
        • 3.1 Grades 7 and 8
        • 3.2 Grades 11 and 12
        • 3.3 Grades 7 and 8 vs Grades 11 and 12
      • 4. Contrasting learner corpora (2): Automatic syntactic complexity analysis
        • 4.1 Grades 7, 8, 11 and 12: Complexity in the noun phrase
        • 4.2 Grades 7, 8, 11 and 12: Syntactic sophistication
          • 4.2.1 Traditional measures of syntactic complexity
          • 4.2.2 Measures of syntactic sophistication
        • 4.3 Grades 7 and 8 vs Grades 11 and 12: Complexity in the noun phrase and syntactic sophistication measures
      • 5. Discussion and pedagogical implications
        • 5.1 RQ (1) Do different groups of learners present distinct linguistic features?: Can these features be identified by means of automatic analysis of language?
        • 5.2 RQ (2) Do different methods to carry out automatic analysis of language present a similar picture of complexity and language development?: How do the research methods in this paper complement each other? How does this complementarity inform language t
      • 6. Conclusion and some limitations
      • References
      • Appendix I. List of the UCREL CLAWS7 Tagset in this chapter (in order of appearance in the text)
    • Direct quotation in second language writing
      • 1. Introduction
      • 2. Direct quotation in L2 academic writing
      • 3. The present study
        • 3.1 Data
        • 3.2 Annotation
      • 4. Results and discussion
        • 4.1 Type, length, and syntactic integration of direct quotes
        • 4.2 Documentation, attribution, and reporting structures
        • 4.3 Individual approaches to intertextuality
      • 5. Pedagogical implications
      • 6. Conclusion
      • Acknowledgements
      • References
  • Section III. Spoken learner corpora and language teaching
    • Comparing errors across an L2 spoken and written error-tagged Japanese EFL learner corpus
      • 1. Introduction
      • 2. Data and methods
        • 2.1 Data
        • 2.2 Procedure
      • 3. Results and discussion
        • 3.1 Errors of third-person singular -s, verb form, and plural -s
        • 3.2 Errors of tense and aspect
        • 3.3 Errors of lexical choice: Noun and verb
      • 4. Language-pedagogical implications
      • 5. Conclusion
      • References
    • Speech rate revisited
      • 1. Introduction
      • 2. Data and method
      • 3. Results and discussion
      • 4. Language-pedagogical implications, conclusion and outlook
      • Acknowledgements
      • References
    • English intonation of advanced learners
      • 1. Introduction
      • 2. Prosody and learner corpus linguistics
        • 2.1 The form of intonation
        • 2.2 Previous research on L2 prosody
      • 3. Methodology
        • 3.1 Corpus data
        • 3.2 The learner profiles
        • 3.3 Linguistic and non-linguistic variables
        • 3.4 Prosodic annotation of the corpora
        • 3.5 Statistical tests
      • 4. Results
      • 5. Conclusion
      • Acknowledgements
      • References
    • The use of smallwords in the speech of German learners of English
      • 1. Introduction
      • 2. Previous research on the use of smallwords in learner language
      • 3. Corpus data and methods
      • 4. Results and discussion
        • 4.1 Categories of smallwords
        • 4.2 Individual variation in the use of selected smallwords
        • 4.3 Functional use of selected smallwords
      • 5. Conclusions and implications for language teaching
      • Acknowledgements
      • References
  • Section IV. Learner corpora and language teacher education
    • Integrating corpus literacy into language teacher education
      • 1. Introduction
      • 2. Corpus literacy
      • 3. Survey data: Updating Mukherjee (2004)
      • 4. Corpus linguistics in the curriculum for language teacher students: An example with learner corpora
        • 4.1 Background
        • 4.2 The corpus material – The added value of learner corpora
        • 4.3 Activity on the acquisition of intensifying adverbs
        • 4.4 Follow-up activities
      • 5. Conclusions and outlook
      • References
  • Subject index

Статистика использования

stat Количество обращений: 0
За последние 30 дней: 0
Подробная статистика