Contrastive analysis of adolescent learner interlanguage in asynchronous online communication: A keyness approach

Grammatical and Lexical Patterning of Make in Asian Learner Writing: A Corpus-Based Study of ICNALE

“…Despite their common use and emphasis during English learning, highfrequency verbs are problematic for English learners (Ädel & Erman, 2012;Hasselgren, 1994;Sinclair, 1991). As high-frequency equivalents exist in most languages, a pattern of misuse is common across various L1's, as well as overuse (Lin, 2015), a phenomenon called "lexical teddy bears" (Hasselgren, 1994, p. 237) or "collocational teddy bears" (Nesselhauf, 2005, p. 69) wherein learners overuse language which they feel is safe. Some learners may avoid high-frequency verbs entirely due to polysemy and language-specific tendencies, resulting in specialized meanings, collocations, and idiomatic uses (Altenberg & Granger, 2001).…”

“…Teachers are suggested to instruct students on how to express their opinions and appropriate collocations of highfrequency verbs as well as concordance tools or online corpora as learning tools when looking for the appropriate collocations of a verb. Using CIA and corpus analytical tools can help to identify those linguistic features that deserve further attention, providing a reasoned basis for drawing learners' awareness to linguistic features specific to their own and the native-speaker discourse (Lin, 2015;Rayson, 2008). For example, selected concordance lines can be provided to learners to observe the useful patterns of the language use in context.…”

“…Computer learner corpora are systematic electronic collections of spoken or written texts produced by second or foreign language learners (Granger, 2004), and are important research tools for language acquisition, development, and use (Cobb & Horst, 2015;Lin, 2015). These corpora are large, offering a comprehensive view to language use, and can be analyzed and compared with other corpora representing other learner groups or ENSs (Cobb & Horst, 2015).…”

“…Such a comparative design enables qualitative (misuse) and quantitative (over-and underuse) analysis of learner interlanguage (Granger, 2015). This methodology has been widely used to analyze learner corpora (e.g., Appel & Szeib, 2018;Lin, 2015;Nesselhauf, 2005;Pallotti, 2017;Paquot, 2010;Vyatkina, 2012) and to establish distinctive features of particular interlanguage and assess their degree of generalizability across learner populations. Although CIA has been proven useful in better understanding learner grammar, the native vs. nonnative dichotomy has been questioned, particularly from the perspective of world Englishes or English as a Lingua Franca (ELF) (e.g., Jenkins, 2009;Rajagopalan, 2004), which denies any need for specifically native-speaker norms as learners who use them may well risk adopting a false identity.…”

Development of Multi-word Sequences by Adolescent EFL Learners through Online Interaction

“…The term Computer-Mediated Communication (CMC) has been widely used since the 1990s to refer to a wide range of computer technology that facilitates human communication through the Internet, and applied linguists are increasingly concerning themselves with the influence of computer networks on language use (Crystal, 2006; Hassan & Hashim, 2009; Lewin & Donner, 2002). In the English as a foreign language (EFL) context, text-based CMC has been widely adopted as a learning tool as it provides learners with authentic input, as well as opportunities to communicate with native speakers of English and to participate in the target social and cultural contexts (Liaw & Master, 2010; Lin, 2015; Sasaki, 2010).…”