How Learner Corpus Research can inform language learning and teaching

IF 0.9 Q2 LINGUISTICS

Australian Review of Applied Linguistics Pub Date : 2020-07-03 DOI:10.1075/aral.00032.sch

M. Schweinberger

引用次数: 0

Abstract

This study aims to exemplify how language teaching can benefit from learner corpus research (LCR). To this end, this study determines how L1 and L2 English speakers with diverse L1 backgrounds differ with respect to adjective amplification, based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study confirms trends reported in previous research, in that L1 speakers amplify adjectives more frequently than L2 English speakers. In addition, the analysis shows that L1 and L2 English speakers differ substantially with respect to the collocational profiles of specific amplifier types and with respect to awareness of genre-specific constraints on amplifier use, and that even advanced L2 speakers tend to be unaware of stylistic constraints on adjective amplification because they model their academic output based on patterns generalized from informal conversation. These findings are useful for language teaching in that the data can be used to target L1-specific difficulties experienced by L2 English speakers.

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学习者语料库研究如何为语言学习和教学提供信息

本研究旨在举例说明语言教学如何从学习者语料库研究中受益。为此，本研究基于国际学习者英语语料库（ICLE）和鲁万本土英语散文语料库（LOCNESS），确定了具有不同母语背景的一年级和二年级英语使用者在形容词放大方面的差异。这项研究证实了先前研究中报告的趋势，即母语为L1的人比母语为L2的人更频繁地放大形容词。此外，分析表明，母语为L1和母语为L2的英语使用者在特定放大器类型的搭配特征和对放大器使用的特定类型限制的认识方面存在显著差异，即使是高级二语使用者也往往不知道形容词放大的风格限制，因为他们根据非正式对话中概括的模式来模拟自己的学术产出。这些发现对语言教学很有用，因为这些数据可以用于针对二语英语使用者所经历的一级语言特定困难。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Review of Applied Linguistics LINGUISTICS-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.