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Table of Contents
- 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
- 2.1 Corpus overview
- 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
- 5.1 Comparison across proficiency levels: Expression of disagreement
- 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
- 1. Introduction
- The ‘Trinity Lancaster Corpus’
- 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
- 3.1 Linking adjuncts
- 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
- 4.1 Organizational 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
- 5.1 Organizational linking adjuncts
- 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
- Complexity and qualitative lexical knowledge
- 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
- Comparing errors across an L2 spoken and written error-tagged Japanese EFL learner corpus
- 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
- Integrating corpus literacy into language teacher education
- Subject index
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