Applied Corpus Linguistics最新文献_第8页

The unit of analysis in learner corpus research on formulaic language 公式化语言学习者语料库研究中的分析单元

Applied Corpus Linguistics Pub Date : 2025-04-01 Epub Date: 2025-02-18 DOI: 10.1016/j.acorp.2025.100123

Joe Geluso , Hui-Hsien Feng , Randy Appel

{"title":"The unit of analysis in learner corpus research on formulaic language","authors":"Joe Geluso , Hui-Hsien Feng , Randy Appel","doi":"10.1016/j.acorp.2025.100123","DOIUrl":"10.1016/j.acorp.2025.100123","url":null,"abstract":"<div><div>This study employs two case studies to investigate how differences in the unit of analysis in learner corpus research (LCR) studies on formulaic language (e.g., lexical bundles and phrase frames) have the potential to lead researchers to disparate inferences even when analyzing the same corpora. LCR studies on written formulaic language (FL) commonly use the corpus as the unit of analysis, or a per-corpus approach, for inter-group comparisons. This approach combines essays from different individuals into a single long essay that represents the entire group. Less frequently, LCR studies on FL use the individual texts that comprise a corpus as the unit of analysis, or a per-text approach. A per-text approach allows the researcher to generate group means and standard deviations, or ranked frequencies at the text level. Findings suggest that the two research designs can lead to different results and hence conflicting inferences from the same data set. Specifically, a per-text approach appears less prone to identify significant differences between groups than a per-corpus approach, and better reflects similarities between groups such as the absence of linguistic features. We conclude with instructions on how to generate per-text counts using a popular and free corpus analysis tool.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 1","pages":"Article 100123"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487865","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

Adolescent reading experience, independent choices and curriculum materials 青少年阅读体验、自主选择和课程材料

Applied Corpus Linguistics Pub Date : 2025-04-01 Epub Date: 2025-02-26 DOI: 10.1016/j.acorp.2025.100124

Beverley Jennings , Daisy Powell , Sylvia Jaworska , Holly Joseph

{"title":"Adolescent reading experience, independent choices and curriculum materials","authors":"Beverley Jennings , Daisy Powell , Sylvia Jaworska , Holly Joseph","doi":"10.1016/j.acorp.2025.100124","DOIUrl":"10.1016/j.acorp.2025.100124","url":null,"abstract":"<div><div>Reading comprehension ability is assessed in England within the English language GCSE exam. This is a high stakes exam, taken by all 16-year-olds, and a pass grade is needed to progress onto the next stage of education and employment. Since reading experience is an important predictor of reading comprehension ability, two different types of reading materials were explored to see how well they matched the reading required in the exam: 1) curriculum reading; and 2) independent reading. Two corpora of texts representing the two types of reading were created and explored using the methods of Corpus Linguistics. The curriculum reading corpus (CRC) had lower linguistic diversity, and higher frequency of nouns but lower frequency of adverbs, than the independent reading corpus (IRC). Exploratory analysis of the most frequent parts of speech revealed that the CRC had words that were more abstract and conceptual, whereas the IRC featured words about the concrete and the everyday, suggesting that curriculum reading presents a different type of vocabulary challenge. The CRC was not as close a match to the exam texts as the IRC. As the English language GCSE exam is used as a measure of literacy competency for both future study and future employment, this suggests that the types of texts chosen for the exam are not a good match for this purpose. The choice of texts in assessments therefore needs careful consideration.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"5 1","pages":"Article 100124"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548444","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

Getting into bed with embeddings? A comparison of collocations and word embeddings for corpus-assisted discourse analysis 与嵌入词同床共枕？用于语料库辅助话语分析的搭配和词嵌入比较

Applied Corpus Linguistics Pub Date : 2024-12-01 Epub Date: 2024-11-13 DOI: 10.1016/j.acorp.2024.100117

Jordan Batchelor

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 : 2024-12-01 Epub Date: 2024-09-15 DOI: 10.1016/j.acorp.2024.100104

Moritz Sahlender , Stefanie Helbert , Inga ten Hagen , Anastasia Knaus , Zarah Weiss

{"title":"Investigating spoken classroom interactions in linguistically heterogeneous learning groups – An interdisciplinary approach to process video-based data in second language acquisition classrooms","authors":"Moritz Sahlender , Stefanie Helbert , Inga ten Hagen , Anastasia Knaus , Zarah Weiss","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":"4 3","pages":"Article 100104"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","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

From Argentina to Zimbabwe: Exploring the global appeal of the International Baccalaureate 从阿根廷到津巴布韦：探索国际高中毕业会考的全球吸引力

Applied Corpus Linguistics Pub Date : 2024-12-01 Epub Date: 2024-06-15 DOI: 10.1016/j.acorp.2024.100096

Saira Fitzgerald

{"title":"From Argentina to Zimbabwe: Exploring the global appeal of the International Baccalaureate","authors":"Saira Fitzgerald","doi":"10.1016/j.acorp.2024.100096","DOIUrl":"10.1016/j.acorp.2024.100096","url":null,"abstract":"<div><p>This paper presents the third stage of a larger research project examining perceptions of the International Baccalaureate (IB) to better understand its growing influence on education systems around the world. The first two stages involved a synchronic and diachronic analysis of IB discourse in a 27 million word specialized corpus of global press articles, created as an unsolicited window into public opinion (Mautner, 2008). The present study uses the same corpus to explore how the IB is represented in different countries, what values and attitudes may be associated with it, and how it interacts with other global education actors. Bottom up and top down methods from corpus-assisted discourse studies (CADS) were used to analyze 34,104 newspaper articles from 56 countries. Frequency, collocation and concordance analyses revealed four dominant discourses of deficiency connected to national education systems in countries across the ideological spectrum that helped to legitimize the inclusion of private actors in the provision of education. Results also showed unique discourses associated with the IB in North America, thereby highlighting the key role that this region plays in the IB world.</p></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"4 3","pages":"Article 100096"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666799124000133/pdfft?md5=2c0d3c0ae023763fdea6e64970af8fc6&pid=1-s2.0-S2666799124000133-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141405145","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

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 : 2024-12-01 Epub Date: 2024-09-26 DOI: 10.1016/j.acorp.2024.100106

Atsushi Mizumoto , Sachiko Yasuda , Yu Tamura

{"title":"Identifying ChatGPT-generated texts in EFL students’ writing: Through comparative analysis of linguistic fingerprints","authors":"Atsushi Mizumoto , Sachiko Yasuda , Yu Tamura","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":"4 3","pages":"Article 100106"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","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

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 : 2024-12-01 Epub 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":"4 3","pages":"Article 100098"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","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

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 : 2024-12-01 Epub Date: 2024-08-10 DOI: 10.1016/j.acorp.2024.100102

Lama Alhusain

{"title":"How is L2 pair interaction related to fluency and language use? A quantitative approach","authors":"Lama Alhusain","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":"4 3","pages":"Article 100102"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","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

Introductory editorial synthesis paper: Corpus linguistics and the language of COVID-19: Applications and outcomes 导论编辑综合论文：语料库语言学和COVID-19语言：应用和结果

Applied Corpus Linguistics Pub Date : 2024-12-01 Epub Date: 2024-10-18 DOI: 10.1016/j.acorp.2024.100110

David Oakey , Benet Vincent

{"title":"Introductory editorial synthesis paper: Corpus linguistics and the language of COVID-19: Applications and outcomes","authors":"David Oakey , Benet Vincent","doi":"10.1016/j.acorp.2024.100110","DOIUrl":"10.1016/j.acorp.2024.100110","url":null,"abstract":"<div><div>This article provides an overview of the papers in the special issue of Applied Corpus Linguistics on “Corpus Linguistics and the Language of COVID-19: Applications and Outcomes”. As noted in our original call for contributions, we believe that, while traditional corpus linguistic work can reveal valuable insights into the emerging language around COVID-19, it should be complemented by more applied corpus linguistics work. The pandemic posed a real-world problem which applied corpus linguists were well equipped to address using linguistic evidence from a range of sources. This article presents an introduction to the papers in this special issue which will be of interest to applied corpus linguists due to the variety of perspectives they present in relation to a number of key issues of importance to the field: the data they draw on, the various theoretical frameworks which inform the research, the methods they use to collect and analyse the data, and the discussion of how their findings may be applicable to citizens, decision makers, consumers and other stakeholders in public and private contexts.</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"4 3","pages":"Article 100110"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143098309","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

The effects of teacher, peer and self-feedback on error correction with corpus use 教师、同伴和自我反馈对使用语料库纠错的影响

Applied Corpus Linguistics Pub Date : 2024-12-01 Epub Date: 2024-10-23 DOI: 10.1016/j.acorp.2024.100114

Yoshiho Satake

{"title":"The effects of teacher, peer and self-feedback on error correction with corpus use","authors":"Yoshiho Satake","doi":"10.1016/j.acorp.2024.100114","DOIUrl":"10.1016/j.acorp.2024.100114","url":null,"abstract":"<div><div>The strengths of corpora in language learning have been stated, while not many studies have explored the effects of feedback on error correction in the settings of data-driven learning (DDL), which is an approach where learners use corpora to learn language patterns inductively. Therefore, this study examines the effects of feedback on second language (L2) error correction with corpus use. The author hypothesizes that seeing many example sentences of the target word(s) with corpus use is useful in correcting L2 errors and that different sources of feedback have different effects on error correction. To test the hypotheses, the effects of teacher feedback on 55 participants’ error correction with use of the Corpus of Contemporary American English (COCA) were compared with those of peer feedback along with those of self-feedback. The results show that teacher feedback especially worked well for correcting omission errors and agreement errors. The strength of teacher feedback was identifying correctable errors. The results suggest that efficient corpus use for error correction requires teachers to consider appropriate combinations of feedback and error types (e.g., teacher feedback for omission errors and agreement errors).</div></div>","PeriodicalId":72254,"journal":{"name":"Applied Corpus Linguistics","volume":"4 3","pages":"Article 100114"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586523","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