Focus on learner writing at the beginning and intermediate stages

Tono, Yukio; Díez-Bedmar, María Belén

doi:10.1075/ijcl.19.2.01ton

Cited by 21 publications

(6 citation statements)

References 22 publications

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“…In two studies, Pérez-Paredes and Díez-Bedmar ( 2019) and Díez-Bedmar and Pérez-Paredes (2020) use the Spanish learner component of the International Corpus of Crosslinguistic Interlanguage (ICCI) comprising 17,034 tokens (see Tono and Díez-Bedmar 2014 ). They use a combination of methods to measure syntactic complexity, across a range of age groups (grades 8 to 12).…”

Section: Descriptions Of Development Using Learner Corporamentioning

confidence: 99%

Principled pattern curation to guide data-driven learning design

O’Keeffe¹,

Mark²

2022

Applied Corpus Linguistics

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Section: Descriptions Of Development Using Learner Corporamentioning

confidence: 99%

Principled pattern curation to guide data-driven learning design

O’Keeffe¹,

Mark²

2022

Applied Corpus Linguistics

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“…Learner material from the beginning and intermediate level is drawn from the International Corpus of Crosslinguistic Interlanguage (ICCI; Tono 2012; Tono and Díez-Bedmar 2014). ICCI contains descriptive and argumentative essays of varying length from EFL students from eight countries and comes with metainformation on the individual learners (school grade, gender, L1 background, essay type, essay topic).…”

Section: Methodsmentioning

confidence: 99%

Adversative Pragmatic Markers in Learner Language: A Cross-Sectional Perspective

Werner

2017

Corpus Pragmatics

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The intention of this paper is to extend the empirical perspective on the functional acquisition of lexical pragmatic marking in learner English. While previous analyses have mostly focused on speech, and have considered a relatively homogeneous learner population in terms of proficiency, I shed some light on pragmatic marking in written discourse, and at different learner proficiency levels. To this end, I specifically contrast the usage of adversative pragmatic markers (e.g. actually, but, in fact, on the other hand) by beginning/intermediate learners (as represented in the International Corpus of Crosslinguistic Interlanguage) with the one of advanced learners (as represented by material form the International Corpus of Learner English). By way of a quantitative and qualitative analysis, I test when pragmatic markers first emerge in learner language. Factors considered are type of the first language of the learners as well as the patterns of emergence of individual pragmatic markers as well as variation between individual learner groups. In addition, I use data from the Louvain Corpus of Native English Essays as a further point of reference to determine whether and when native-like usage levels are approximated. The overall findings suggest (1) that different patterns of emergence can be observed for individual pragmatic markers (notably the core item but vs. others); (2) that the first-language background of the learners influences the time and rate of acquisition; and (3) that the development of a diversified system of adversative pragmatic marking represents a challenging feature, which is only mastered by advanced students.

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“…the head, as illustrated in Figure 1. Since manual annotation is costly and even impractical for large corpora, automatic parsers are increasingly used to annotate learner corpora (Geertzen et al 2013, Granger et al 2009, Tono & Dí ez-Bedmar 2014. Due to the absence of parsers specifically developed for learner data, standard parsers developed for native language data are used.…”

Section: Introductionmentioning

confidence: 99%

Dependency parsing of learner English

Huang

Murakami²,

Alexopoulou

et al. 2018

IJCL

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Current syntactic annotation of large-scale learner corpora mainly resorts to “standard parsers” trained on native language data. Understanding how these parsers perform on learner data is important for downstream research and application related to learner language. This study evaluates the performance of multiple standard probabilistic parsers on learner English. Our contributions are three-fold. Firstly, we demonstrate that the common practice of constructing a gold standard – by manually correcting the pre-annotation of a single parser – can introduce bias to parser evaluation. We propose an alternative annotation method which can control for the annotation bias. Secondly, we quantify the influence of learner errors on parsing errors, and identify the learner errors that impact on parsing most. Finally, we compare the performance of the parsers on learner English and native English. Our results have useful implications on how to select a standard parser for learner English.

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Focus on learner writing at the beginning and intermediate stages

Cited by 21 publications

References 22 publications

Principled pattern curation to guide data-driven learning design

Principled pattern curation to guide data-driven learning design

Adversative Pragmatic Markers in Learner Language: A Cross-Sectional Perspective

Dependency parsing of learner English

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