COWS-L2H: A corpus of Spanish learner writing

Yamada, Aaron; Davidson, Sam; Fernández-Mira, Paloma; Carando, Agustina; Sagae, Kenji; Sánchez‐Gutiérrez, Claudia

doi:10.32714/ricl.08.01.02

Cited by 12 publications

(4 citation statements)

References 18 publications

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“…Written data were drawn from the COWS-L2H corpus collected at the University of California, Davis from university language learning classrooms (Yamada et al 2020). Participants, including both L2 learners and heritage speakers of Spanish, wrote class essays on several prompts, including descriptions of something "beautiful", "terrible", and "special", as well as memorable events such as favorite vacations.…”

Section: Methodsmentioning

confidence: 99%

¿(Está/Es) Difícil?: Variable Use of Ser and Estar by Heritage Learners of Spanish

Wheeler,

Pollock,

Díaz-Campos

2023

Languages

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The current study examines variation in copula selection in Spanish by looking at the written productions of three groups of language learners in the United States, including heritage learners, those with English as an L1, and international students with English as an L2. Research on copula variation in Spanish has pinpointed several key linguistic and social factors that influence selection; this study aims to apply these findings to heritage learners in order to determine how their acquisition differs from that of non-native language learners. This analysis used the COWS-L2H corpus of Spanish from the University of California, Davis. Examining over 8000 tokens of [adjective + copula] constructions in variable contexts where both ser and estar were used, the study tracks how linguistic and extralinguistic factors condition copula selection within the three learner groups and how these results compare to previous findings. Seven factors were predictive of copula selection: resultant state, frame of reference, adjective class, experience with study abroad, essay prompt, student age, and course level. Heritage learner copula use was found to be governed by a different set of predictors than that of learners, hinting at the variable motivations and backgrounds that influence use and reflect the identity goals of these speakers.

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Section: Methodsmentioning

confidence: 99%

¿(Está/Es) Difícil?: Variable Use of Ser and Estar by Heritage Learners of Spanish

Wheeler,

Pollock,

Díaz-Campos

2023

Languages

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“…En este ámbito, los corpus nos sirven para conocer la frecuencia de los elementos lingüísticos (por ejemplo, con qué frecuencia los aprendices usan ciertas palabras o estructuras) o responder dudas que no podemos resolver con nuestra propia intuición (por ejemplo, qué preposiciones suelen usar con ciertos verbos). Además de este uso pedagógico, para el que el corpus fue diseñado en un principio, los datos contenidos en él pueden ser de ayuda también en la investigación sobre el aprendizaje y la adquisición de lenguas extranjeras (en el análisis de errores, la lingüística corpus de reducido tamaño compilados para llevar a cabo investigaciones particulares, existen en este momento tres que pueden ser consultados libremente (CEDEL2 (Lozano, 2022); CAES (Palacios et al, 2019); y COWS-L2H (Yamada et al, 2020)), otros tres mediante registro (Aprescrilov (Buyse y González, 2013), CATE (Lu, 2010) y CORESPI (Bailini y Frigerio, 2019)) y uno mediante compra (CORANE (Cestero Mancera et al, 2001)).…”

Section: Introductionunclassified

El corpus de aprendices japoneses CELEN y su aplicación a la docencia y la investigación en ELE

Valverde

2023

TEISEL

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En este artículo se presenta el Corpus de ELE en Japón, CELEN (https://ske.li/qqr), una colección de textos escritos por hablantes de japonés (L1) con distintos grados de dominio del español como lengua extranjera, desde el nivel A1 hasta el nivel C2 del MCER. Los datos proceden de (1) universidades en Japón, donde el español se estudia como asignatura de lengua extranjera o como carrera, y (2) contextos de interacción real en Internet, como blogs electrónicos y foros. La versión 1.2, de abril de 2023, consta de 6.196 textos escritos por 1.035 aprendices, con un total de 658.467 palabras. En el apartado 1 se resume brevemente la situación del español en Japón y los corpus de aprendices existentes. En el apartado 2 se describen las características principales de CELEN, el proceso de recogida y anotación de los datos y la interfaz de consulta. En el apartado 3 se ilustra su uso con varios tipos de búsquedas (concordancias, colocaciones, listas de palabras y n-gramas), aplicadas a fenómenos lingüísticos relevantes en la docencia o la investigación en ELE: el uso de se, las preposiciones, la concordancia de género, el orden de palabras, las colocaciones verbales, la frecuencia léxica o las secuencias de categorías gramaticales más frecuentes. Se trata de un recurso abierto, que se actualiza periódicamente, y esperamos que otros profesores e investigadores puedan albergar sus textos en él para ofrecer a la comunidad científica una amplia muestra de aprendices japoneses de español. En la página web del proyecto (https://sites.google.com/view/celen) se puede consultar la guía de uso detallada y descargar íntegramente algunas partes del corpus bajo una licencia CC BY-NC 4.0.

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“…0) in order to be placed into a class. The placement scores corresponding to the course levels of the participants fall between A1 and A2 proficiency on the CEFR scale(Yamada et al 2020;Fernández-Mira et al 2021).Similar to CEDEL2, writing tasks are unmonitored, completed online, and without time constraints. All students respond to a descriptive prompt in the fourth week of each academic term and a narrative prompt in the eighth week of the ten week-long academic term.…”

mentioning

confidence: 99%

“…This study takes advantage of the unique characteristics of the two largest corpora of written L2 Spanish: 1) the Corpus Escrito del Español L2 (CEDEL2; cf Lozano 2009Lozano , 2021Lozano and Mendikoetxea 2013). and 2) the Corpus of Written Spanish of L2 and Heritage Speakers (COWS-L2H;Yamada et al 2020).CEDEL2 features a large L1 Spanish reference corpus, which has been taken as a representation of L1 Spanish writing. The written, not the spoken, L1 Spanish data has been used in order to control for modality and task effects, as the L1 and L2 data have The mean essay length is 231 words in the L1 Spanish group and 206 words in the L2 Spanish group.…”

mentioning

confidence: 99%

Preterit-imperfect acquisition in L2 Spanish writing: Moving beyond lexical aspect

Minnillo

Sánchez‐Gutiérrez

Carando

et al. 2022

RiCL

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While research on second language (L2) tense-aspect acquisition has flourished, most studies have focused on lexical aspect as an explanatory variable (Bardovi-Harlig and Comajoan-Colomé 2020). However, the role of the features of first language (L1) production in L2 Spanish preterit-imperfect acquisition has never been tested before. Prior research has found that the frequency and distinctiveness of verb forms in corpora of L1 English production predict L2 English learners’ tense-aspect production (Wulff et al. 2009). The present study aims to replicate these findings and test the predictions of hypotheses of L2 tense-aspect acquisition in another group of learners: English-dominant, instructed Spanish learners. Analyses were performed on longitudinal data from the Corpus of Written Spanish of L2 and Heritage Speakers (COWS-L2H; Yamada et al. 2020) and cross-sectional data from the Corpus Escrito del Español L2 (CEDEL2; Lozano 2021). Results indicate that L1 verb frequency and distinctiveness predict learners’ emergent use of the preterit and the imperfect.

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COWS-L2H: A corpus of Spanish learner writing

Cited by 12 publications

References 18 publications

¿(Está/Es) Difícil?: Variable Use of Ser and Estar by Heritage Learners of Spanish

¿(Está/Es) Difícil?: Variable Use of Ser and Estar by Heritage Learners of Spanish

El corpus de aprendices japoneses CELEN y su aplicación a la docencia y la investigación en ELE

Preterit-imperfect acquisition in L2 Spanish writing: Moving beyond lexical aspect

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