Applied Corpus Linguistics最新文献

Identifying ChatGPT-generated texts in EFL students’ writing: Through comparative analysis of linguistic fingerprints 识别英语语言学生写作中由 ChatGPT 生成的文本：通过语言指纹的比较分析

Applied Corpus Linguistics Pub Date : 2024-09-26 DOI: 10.1016/j.acorp.2024.100106

{"title":"Identifying ChatGPT-generated texts in EFL students’ writing: Through comparative analysis of linguistic fingerprints","authors":"","doi":"10.1016/j.acorp.2024.100106","DOIUrl":"10.1016/j.acorp.2024.100106","url":null,"abstract":"<div><div>The emergence of generative AI (GenAI) poses new challenges for L2 writing teachers. This study investigates the distinguishability of essays written by Japanese EFL learners from those generated by ChatGPT. Partially replicating Herbold et al. (2023), 140 first-year university students wrote essays and completed a survey on ChatGPT use. Among them, 125 wrote independently, 13 used ChatGPT for proofreading, and two asked ChatGPT to write the entire essay. To create a comparative dataset, 123 additional essays were generated by ChatGPT, imitating the two texts. The resulting 263 essays were then analyzed using the natural language processing (NLP) technique, including automated linguistic analysis and machine learning classification using random forest. The results reveal significant differences between human-written and ChatGPT-generated essays across all linguistic features, with the latter being easily identifiable. This study emphasizes the need for clear guidelines on the ethical use of AI in L2 writing, highlighting the potential risk of inappropriate AI use and the importance of fostering a mutual understanding of AI use with learners regarding responsible AI integration in academic work.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142422071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

English podcasts for schoolchildren and their vocabulary demands 学童英语播客及其词汇需求

Applied Corpus Linguistics Pub Date : 2024-09-20 DOI: 10.1016/j.acorp.2024.100107

引用次数: 0

Investigating spoken classroom interactions in linguistically heterogeneous learning groups – An interdisciplinary approach to process video-based data in second language acquisition classrooms 调查语言异质学习小组的课堂口语互动--处理第二语言习得课堂视频数据的跨学科方法

Applied Corpus Linguistics Pub Date : 2024-09-15 DOI: 10.1016/j.acorp.2024.100104

{"title":"Investigating spoken classroom interactions in linguistically heterogeneous learning groups – An interdisciplinary approach to process video-based data in second language acquisition classrooms","authors":"","doi":"10.1016/j.acorp.2024.100104","DOIUrl":"10.1016/j.acorp.2024.100104","url":null,"abstract":"<div><div>Speaking the local language is central for successful integration into society. The teacher's language in second language (L2) classrooms serves as a crucial tool in language learning. Heterogeneity of learners’ language proficiency levels challenges teachers to adapt their language and accompanied instructional behavior. We offer an approach to study language acquisition processes and how teachers adapt their instructional language. This article presents our language-independent guidelines for processing video-based data of classroom interactions and demonstrate their reliability in a German as Second Language (GSL) classroom. These guidelines enable transcriptions of spoken language in noisy environments and detailed annotations of non-verbal classroom behavior. We outline research avenues at the intersection of empirical education research and linguistics that become feasible through these resources focusing on studying (non-)verbal adaptation strategies of teachers for learners at different proficiency levels. Our work directly fosters the interdisciplinary study of teacher-learner interactions, teacher competencies, and language acquisition.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Capturing chronological variation in L2 speech through lexical measurements and regression analysis 通过词汇测量和回归分析捕捉 L2 言语中的年代变化

Applied Corpus Linguistics Pub Date : 2024-09-15 DOI: 10.1016/j.acorp.2024.100105

引用次数: 0

FreeTxt: A corpus-based bilingual free-text survey and questionnaire data analysis toolkit FreeTxt：基于语料库的双语自由文本调查和问卷数据分析工具包

Applied Corpus Linguistics Pub Date : 2024-08-23 DOI: 10.1016/j.acorp.2024.100103

{"title":"FreeTxt: A corpus-based bilingual free-text survey and questionnaire data analysis toolkit","authors":"","doi":"10.1016/j.acorp.2024.100103","DOIUrl":"10.1016/j.acorp.2024.100103","url":null,"abstract":"<div><p>Qualitative free-text responses (e.g. from questionnaires and surveys) pose a challenge to many companies and institutions which lack the expertise to analyse such data with ease. While a range of sophisticated tools for the analysis of text <em>do</em> exist, these are often expensive, difficult to use and/or inaccessible to non-expert users. These tools also lack support for the analysis of English <em>and</em> Welsh text, which can be a particular challenge in the bilingual context of Wales. This paper details the key functionalities of the first corpus-based ‘FreeTxt’ toolkit which has been designed to support the systematic analysis and visualisation of free-text data, as a direct response to these two key needs. This paper demonstrates how, by working in partnership, software engineers, natural language processing (NLP) experts and corpus linguists can collaborate with end-users and beneficiaries to provide effective solutions to real world problems. Through the development of FreeTxt (<span><span>www.freetxt.app</span><svg><path></path></svg></span>), we aimed to empower end-users to <em>direct</em> and lead their own analyses of both small-scale and more extensive datasets to maximise the reach and potential impact generated. The approaches reported here, and the bilingual toolkit developed, can be replicated and extended for use in other language contexts and across a range of public and professional sectors. FreeTxt is now available for the analysis of Welsh and/or English, for use by <em>anyone</em> in <em>any sector</em> in Wales and beyond.</p></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666799124000200/pdfft?md5=65f8a01d41b4150af967f22d4f542b8f&pid=1-s2.0-S2666799124000200-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142150563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How is L2 pair interaction related to fluency and language use? A quantitative approach L2 结对互动与语言流畅性和语言使用有何关系？定量方法

Applied Corpus Linguistics Pub Date : 2024-08-10 DOI: 10.1016/j.acorp.2024.100102

{"title":"How is L2 pair interaction related to fluency and language use? A quantitative approach","authors":"","doi":"10.1016/j.acorp.2024.100102","DOIUrl":"10.1016/j.acorp.2024.100102","url":null,"abstract":"<div><p>Previous research examined L2 interaction by describing salient features exhibited in different patterns of peer interaction. These studies mostly used qualitative methods and focused on the collaborative aspect of such construct (Galaczi, 2008). The present study adopts a quantitative approach to explore and describe L2 interaction, utilizing the data of the Corpus of Collaborative Oral Tasks (CCOT). Specifically, it measures pairs’ interaction by creating a composite score of interactivity to understand the relationship between the dyads' degree of interactivity and their use of lexico-grammatical features as well as their L2 fluency. Pearson's correlation tests showed weak to moderate positive relationships between interactivity and discourse particles, response forms, <em>wh</em>-questions, and second person pronouns. Additionally, the tests revealed weak negative relationships between interactivity and both nominal forms and hesitations. Furthermore, revealing moderate relationships, Pearson's correlation tests showed that interactivity was associated with more fluent L2 speech, where learners of higher interactivity levels tended to produce fewer silent pauses and faster speech rates. The study provides insights for scholars interested in L2 interaction. It suggests that some linguistic features were not only associated with collaborative behaviors (as reported in the literature) but also with interactivity as broad aspect. Furthermore, it provides a description of how the act of turn taking might potentially serve the fluency of higher interactivity students, warranting further investigation of turn frequency among L2 test takers as test raters might potentially be influenced by the test candidates’ fluency. Finally, it reports that L2 interactivity exhibited a relationship pattern with linguistic features that resembles patterns reported in the literature of studies on native speakers of English.</p></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mitigation in instructor feedback: A register analysis of written and spoken comments 教师反馈中的缓解：对书面和口头评论的语域分析

Applied Corpus Linguistics Pub Date : 2024-07-25 DOI: 10.1016/j.acorp.2024.100101

{"title":"Mitigation in instructor feedback: A register analysis of written and spoken comments","authors":"","doi":"10.1016/j.acorp.2024.100101","DOIUrl":"10.1016/j.acorp.2024.100101","url":null,"abstract":"<div><p>Register is among the most important predictors of linguistic variation. In a register such as instructor feedback, linguistic features have particularly high stakes, as they can make feedback more clear, detailed, and/or (de)motivating. Mitigation strategies (i.e., the use of hedges and other softeners) are frequently found in instructor feedback and are particularly influential in terms of the feedback's effectiveness. This study compares the patterns of mitigation strategies used in written and spoken feedback to gain insights into register variation. Written comments (provided electronically) and spoken comments (provided through screencast feedback, in which instructors share verbal feedback along with a screenshare of the student's essay) in the Writing Feedback Corpus (WFC) were analyzed. 1,568 comments across these registers were manually coded for mitigation within head acts (core speech acts) and external modification in the surrounding discourse. Strategies were compared quantitatively using key feature analysis (Egbert & Biber, 2023). The findings indicate that feedback registers promote the use of different mitigation strategies and external modification strategies, with written feedback favoring interrogative syntax and unmitigated forms and spoken feedback favoring personal attribution, hedges, and the nursery <em>we</em> as well as the external modifiers minimizer, positive comment, and reason. Implications for providing feedback on student writing are highlighted.</p></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141849314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book review of Designing and Evaluating Language Corpora 设计和评估语言语料库》书评

Applied Corpus Linguistics Pub Date : 2024-07-18 DOI: 10.1016/j.acorp.2024.100100

引用次数: 0

How do I know this Law corpus is reliable and valid? Using a representativeness argument for corpus validation 我如何知道该法律语料库是可靠有效的？使用代表性论据验证语料库

Applied Corpus Linguistics Pub Date : 2024-07-07 DOI: 10.1016/j.acorp.2024.100099

Jenny Kemp

{"title":"How do I know this Law corpus is reliable and valid? Using a representativeness argument for corpus validation","authors":"Jenny Kemp","doi":"10.1016/j.acorp.2024.100099","DOIUrl":"https://doi.org/10.1016/j.acorp.2024.100099","url":null,"abstract":"<div><p>Corpus findings are only useful if the corpus adequately represents the content and language of the target domain; yet few studies evaluate or report representativeness. This paper argues that corpus linguists should focus explicitly on the validation process. It introduces the innovative concept of a <em>Representativeness Argument,</em> which is an explicit statement of reliability and validity to enable defensible applications of a corpus for a specifically defined purpose and audience. Adapted from Toulmin's (1958/2003) argument model, its originality lies in its attention to both target domain and linguistic representativeness, and in the critical role played by expert judgements. To illustrate this approach, I present a representativeness argument for the 1.98-million-word ‘<em>DSVC-IL</em>’ corpus, which was compiled to investigate the discipline-specific vocabulary required for reading postgraduate International Law texts. The corpus is demonstrated to adequately represent target domain content, established by analysing modules and reading lists, and confirmed by experts. The language is shown to adequately reflect the domain through analysis of a 1026-flemma Single Word List, extracted using measures of frequency, keyness, range and evenness of distribution. List items are evenly-distributed in randomly-split corpus halves (r<sub>s</sub>=.98, p<.00). The list provides similar coverage of the <em>DSVC-IL</em> (26.37%) and other texts from the domain (23.87%). Moreover, Law experts confirmed the majority of list items were Law words. Together, the evidence supports the usefulness of the corpus and list for its explicitly defined purpose.</p></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666799124000169/pdfft?md5=5be89dd8047952d7d59c561d28b28f8b&pid=1-s2.0-S2666799124000169-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141605671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward a tool for evaluating corpus-based word lists for use in english language teaching contexts 开发一种工具，用于评估英语教学中使用的基于语料库的词表

Applied Corpus Linguistics Pub Date : 2024-06-22 DOI: 10.1016/j.acorp.2024.100098

Sarah Alzeer , Paul Thompson

{"title":"Toward a tool for evaluating corpus-based word lists for use in english language teaching contexts","authors":"Sarah Alzeer , Paul Thompson","doi":"10.1016/j.acorp.2024.100098","DOIUrl":"https://doi.org/10.1016/j.acorp.2024.100098","url":null,"abstract":"<div><p>With the proliferation of large corpora and the availability of sophisticated corpus-analysis tools, the number of corpus-based word lists targeting different types of vocabulary has rapidly increased during the last 20 years. This wide variety of lists has caused problems for practitioners, for whom it is not always easy to decide which list is most useful for their purpose and context. Given the paucity of systematic guidance on how to evaluate word lists, this study aimed to construct an evaluation tool that is based on Nation's (2016) framework of critiquing word lists, but is reformulated for a different purpose and for different target users, in order to increase the applicability of information derived from corpus analysis (the word lists). Constructed based on a thorough literature review, and informed by practitioners’ views and uses of word lists, along with consultations with ELT practitioners and word list experts, the tool targets ELT practitioners such as teachers, curriculum and assessment coordinators, and materials developers involved in directing vocabulary acquisition. The tool caters to practitioners with different levels of expertise and knowledge—especially those who are unfamiliar with the intricacies of developing corpus-based word lists. This paper documents the development of the initial version of the evaluation tool, as well as its first iteration, drawing upon the insights of both word list experts and practitioners in ELT.</p></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141483723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0