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- Volume 6, Issue 2, 2020
International Journal of Learner Corpus Research - Volume 6, Issue 2, 2020
Volume 6, Issue 2, 2020
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Pragmatic development during study abroad
Author(s): Lori Czerwionka and Daniel J. Olsonpp.: 125–162 (38)More LessAbstractThe current investigation examined the development of second language (L2) intensifier use in spoken Spanish over a 6-week immersion program in Madrid (n = 45). Native Spanish speakers from Madrid (n = 10) served as a comparison group to represent the local ambient input or sociopragmatic norm to which L2 learners were exposed. Data were extracted from semi-structured interviews. Results exposed different developmental trends over the program for intensifier frequency, intensifier lexical diversity, and intensifier collocations. While learners already had a strong sense of which intensifiers were most frequent in Spanish and how to use them in appropriate linguistic environments at the beginning of the program, the immersion program had positive impacts on the development of intensifier frequency and intensifier lexical diversity. The findings also highlighted different intensifier frequency developmental trends among learners, which collectively suggested that learners adjusted to the sociopragmatic norm of intensifier use in Madrid over the immersion experience.
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A corpus-based analysis of differences in the use of very for adjective amplification among native speakers and learners of English
Author(s): Martin Schweinbergerpp.: 163–192 (30)More LessAbstractThis paper analyzes the use of very as an adjective amplifier by native speakers and advanced learners of English with diverse language backgrounds based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study applies Multifactorial Prediction and Deviation Analysis Using Regression/Random Forests (MuPDARF) to find differences between native speakers and advanced learners and evaluates which factors contribute to learners’ non-target-like use of very. The analysis finds language background and adjective-specific differences in the use of very between learners and native speakers. It shows that collocational preferences of specific adjective types are the most important factor, which is interpreted to show that differences between native speakers and learners are predominantly dependent upon the collocational profiles of individual adjective types. This finding supports approaches that focus on teaching collocations and contextualizing word use.
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Word lists and the role of academic vocabulary use in high stakes speaking assessments
Author(s): George Fredrik Smith, Kristopher Kyle and Scott A. Crossleypp.: 193–219 (27)More LessAbstractThe current study explored the extent to which academic vocabulary lists could meet the lexical demands of academic speaking assessments. Indices of word use from lists of academic and general vocabulary were used to predict speaking scores on three TOEFL tasks. The results found weak associations between list-item use and response scores that varied by task. Independent response scores were associated with the use of specialized vocabulary from the first level of the Academic Spoken Word List. Integrated campus situation response scores were most strongly associated with the use of unique words from the Academic Word List. Integrated academic course response scores were associated with the use of more sophisticated general vocabulary. Although the findings provide some support for the use of academic vocabulary lists in speaking assessment preparation, the weak effect sizes point to the need to develop lists of academic vocabulary specific to academic speaking and assessment.
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Refining and modifying the EFCAMDAT
Author(s): Itamar Shatzpp.: 220–236 (17)More LessAbstractThis report outlines the development of a new corpus, which was created by refining and modifying the largest open-access L2 English learner database – the EFCAMDAT. The extensive data-curation process, which can inform the development and use of other corpora, included procedures such as converting the database from XML to a tabular format, and removing problematic markup tags and non-English texts. The final dataset contains two corresponding samples, written by similar learners in response to different prompts, which represents a unique research opportunity when it comes to analyzing task effects and conducting replication studies. Overall, the resulting corpus contains ~406,000 texts in the first sample and ~317,000 texts in the second sample, written by learners representing diverse L1s and a large range of L2 proficiency levels.
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Inter-rater reliability in Learner Corpus Research
Author(s): Tove Larsson, Magali Paquot and Luke Plonskypp.: 237–251 (15)More LessAbstractIn Learner Corpus Research (LCR), a common source of errors stems from manual coding and annotation of linguistic features. To estimate the amount of error present in a coded dataset, coefficients of inter-rater reliability are used. However, despite the importance of reliability and internal consistency for validity and, by extension, study quality, interpretability and generalizability, it is surprisingly uncommon for studies in the field of LCR to report on such reliability coefficients. In this Methods Report, we use a recent collaborative research project to illustrate the pertinence of considering inter-rater reliability. In doing so, we hope to initiate methodological discussion on instrument design, piloting and evaluation. We also suggest some ways forward to encourage increased transparency in reporting practices.
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Review of Jones, Byrnes & Halenko (2018): Successful Spoken English. Findings form Learner Corpora
Author(s): Amandine Dumontpp.: 252–257 (6)More LessThis article reviews Successful Spoken English. Findings form Learner Corpora
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Review of Möller (2017): Language acquisition in CLIL and non-CLIL settings: Learner corpus and experimental evidence on passive constructions
Author(s): Erwin Maria Gierlingerpp.: 258–261 (4)More LessThis article reviews Language acquisition in CLIL and non-CLIL settings: Learner corpus and experimental evidence on passive constructions
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Review of Brezina & Flowerdew (2017): Learner Corpus Research. New Perspectives and Applications
Author(s): Prof. Dr. Rolf Kreyerpp.: 262–266 (5)More LessThis article reviews Learner Corpus Research. New Perspectives and Applications
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The Trinity Lancaster Corpus
Author(s): Dana Gablasova, Vaclav Brezina and Tony McEnery
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