Computer Learner Corpora, Second Language Acquisition and by Sylviane Granger, Joseph Hung, Stephanie Petch-Tyson

By Sylviane Granger, Joseph Hung, Stephanie Petch-Tyson

This paintings takes inventory of present study into machine learner corpora carried out either via ELT and SLA experts. it's going to be of specific curiosity to researchers trying to examine its relevance to SLA idea and ELT perform. during the quantity, emphasis can also be put on useful, methodological facets of machine learner corpus learn, particularly the contribution of expertise to the learn strategy. the benefits and downsides of automatic and semi-automated methods are analyzed, the services of linguistic software program instruments investigated, the corpora (and compilation techniques) defined intimately. during this approach, a major functionality of the amount is to provide useful perception to researchers who could be contemplating compiling a corpus of learner info or embarking on learner corpus learn.

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Annual Review of Applied Linguistics, 16, 182–199. , & Stock, P. (1992). The corpus revolution. English Today, 30, 9–14. Scott, M. (1996). WordSmith Tools. com/ elt/global/isbn/6890 A Bird’s-eye view of learner corpus research Seidlhofer, B. (2000). Towards the teaching of lingua franca English: The Vienna ELF Corpus. Paper presented at the 4th International Conference on Teaching and Language Corpora (TALC 2000), Graz, 19–23 July, 2000. Sinclair, J. (1996). EAGLES. Preliminary recommendations on Corpus Typology.

Learner corpora: what they are and what can be done with them. In S. ), Learner English on Computer (pp. xiv–xx). Longman Essential Activator. (1997). Addison Wesley Longman. Lorenz, G. (1999). Adjective Intensification – Learners vs Native Speakers. A Corpus Study of Argumentative Writing. Amsterdam & Atlanta: Rodopi. Mark, K. L. (1998). The significance of learner corpus data in relation to the problems of language teaching. Bulletin of General Education, 312, 77–90. Massart, D. (1998). The Use of Phrasal Verbs by EFL Learners.

This indicates that the Swedish translators had a tendency to overuse the analytical target form when they translated an English text. Using a term from Hasselgren (1994), we can say that the analytical target forms seem to act as lexico-grammatical ‘teddy bears’ both in the Swedish translations and in the Swedish learners’ interlanguage. The difference is that while the Swedish learners overgeneralise the analytical form in their L2, the Swedish translators do so when they translate into in their own language.

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