Yukio Tono
Linguistic feature extraction and evaluation using machine learning to identify “criterial” grammar constructions for the CEFR levels
L2 learner profile
English Profile – CEFR for Englsih
Criterial features: Hawkins & Filipovic 2012
CEFR-J RLD Project: aim prepare list of vocabulary and grammar item to be taught and assessed at each CEFR level
CEFR Coursebook Corpus
Weka format 3.6.12
158 features
Attribute selection
Lynne Flowerdew
Language learning theories underpinning corpus-based pedagogy
The noticing hypothesis (Schmidt)
Attention consciously drawn
Noticing linked to frequency counts
Implicit vs explicit learning
Constructivist learning
Learners engage in discovery learning
Inductive learning
Cognitive skills, problem solving to understand new data
Widmann et al. 2011: the more possible starting points for exploitation, the more likely for different learners- SACODEYL project.
Sociocultural theory
What about language learning outside the classroom and incidental learning?
Learner corpus research: a fast-growing interdisciplinary field
Sylviane Granger
LCR IS an interdisciplinary research
Design: learner and taks variables to control
Not only English language
Method: CIA (Granger, 1996) and computer-aided error analysis
Wider spectrum of linguistic analysis
Interpretation: focus on transfer but this is changing; growing integration of SLA theory
Applications: few up-and-running resources but great potential
Version 3 (2016 or 2017) around 30 L1s as opposed to 11 L1s in Version 1
Learner corpora is a powerful heuristic resource
Corpus techniques make it possible to uncover new dimensions of learner language and lead to the formulation of new research questions: the L2 phrasicon (word combinations).
Prof. Granger brings up Leech’s preface to Learner English on Computer (1998)
Gradual change from mute corpora to sound aligned corpora
POS tagging has improved so much
Error-tagging: wide range of error tagging systems: multi-layer annotation systems
Parsing of learner data (90% accuracy Geertzen et al. 2014)
Static learner corpora vs monito corpora
CMC learner corpus (Marchand 2015)
Granger (2009) paper on the learner research field:
Granger, Sylviane. “The contribution of learner corpora to second language acquisition and foreign language teaching.” Corpora and language teaching 33 (2009): 13.
CIA V2 Granger (2015): a new model
SLA researchers are more interested in corpus data and corpus linguists are more familiar with SLA grounding
Implications are much more numerous than applications
Links with NLP: spell and gramar checking, learner feedback, native language id, etc.
Multiple perspectives on the same resource: richer insights and more powerful tools
Phraseology
Louvain English for Academic Purposes Dictionary (LEAD)
web-based
corpus based
descriptions of cross-disciplinary academic vocabulary
1200 lexical times around 18 functions (contrast, illustrate, quote, refer, etc.)
A really exciting application
Corpus Linguistics 2015, University of Lancaster, 21-24 July
Yu Yuan:
“Exploring the variation in world Learner Englishes: A multidimensional analysis of L2 written corpora”
109 features included in the analysis
RQ:
Can Biber’s model be extended?
How do features co-occur in learner English?
Data
ICLE 1.0 (Granger, 2002)
SWEECL 2.0 (Wen & Wang, 2008)
Tools
MA tagger Nini (2014) Manual here. Software (Windows) here.
Stanford Corenlp
R
Pythin scripts
Method
Kaisser’s criteria + Scree test for Factor Analysis
Results
10 dimensions stand out
Dimensions are largely epistemological, rhetorical and syntactical.
The European Journal of Applied Linguistics (EuJAL) focuses on the particular concerns of applied linguistics in European contexts, both by addressing problems that are typically relevant for the linguistic situation in Europe, from those on the level of the EU as a pan-national body down to the level of the individual, and by examining topics broached by or discussed in European applied linguistics in particular. In addition to resulting from an epistemological stance, EuJAL is a logical outcome of the regionalization policy of the Association Internationale de Linguistique Appliquée (AILA), supporting the societies’ commitment to regionalization by focusing on the European language space and by giving applied linguists from this regional context an adequate forum. EuJAL is part of the joint activities of the European AILA affiliates.
The 2015 CALICO Monograph: Researching Language Learner Interactions Online: From Social Media to MOOCs edited by Ed Dixon and Michael Thomas is now available.
Ch. 1
Edward Dixon
Michael Thomas
Introduction
Ch. 2 Dana Milstein Pancake People, Throwaway Culture, and En Media Res Practices: A New Era of Distance Foreign Language Learning
Ch. 3 Alice Chik English Language Teaching Apps: Reconceptualizing Learners, Parents, and Teachers
Ch. 4
Timothy Lewis
Anna Comas-Quinn
Mirjam Hauck
Clustering, Collaboration, and Community: Sociality at Work in a cMOOC
Ch. 5 Fernando Rubio The Role of Interaction in MOOCs and Traditional Technology-Enhanced Language Courses
Ch. 6
Edward Dixon
Carolin Fuchs
Face to Face, Online, or MOOC–How the Format Impacts Content, Objectives, Assignments, and Assessments
Ch. 7
Vickie Karasic
Anu Vedantham
Video Creation Tools for Language Learning: Lessons Learned
Ch. 8
Michael Thomas
Researching Machinima in Project-Based Language Learning: Learner-Generated Content in the CAMELOT Project
Ch. 9 Yuki Akiyama Task-Based Investigations of Learner Perceptions: Affordances of Video-Based eTandem Learning
Ch. 10 Ilona Vandergriff Exercising Learner Agency in Forum Interactions in a Profesionally Moderated Language Learning Networking Site
Ch. 11 Motoko I. Christensen
Mark Christensen Language Learner Interaction in Social Network Site Virtual Worlds
Ch. 12 Geraldine Blattner
Amanda Dalola
Lara Lomicka Tweetsmarts: A Pragmatic Analysis of Well Known Native French Speaker Tweeters
Ch. 13 Theresa Schenker Telecollaboration for Novice Language Learners–Negotiation of Meaning in Text Chats between Nonnative and Native Speakers
Ch. 14 Giulia Messina Dahlberg
Sangeeta Bagga-Gupta Learning On-The-Go in Institutional Telecollaboration: Anthropological Perspectives on the Boundaries of Digital Spaces
Ch. 15 Marie-Thérèse Batardière Examining Cognitive Presence in Students’ Asynchronous Online Discussions
Ch. 16 Kelsey D. White Orientations and Access to German-Speaking Communities in Virtual Environments
Ch. 17 Megan Case Language Students’ Personal Learning Environments Through an Activity Theory Lens
Ch. 18 Bonnie Youngs
Sarah Moss-Horwitz
Elizabeth Snyder Educational Data Mining for Elementary French On-line: A Descriptive Study
Ch. 19 Stephanie Link
Zhi Li Understanding Online Interaction Through Learning Analytics: Defining a Theory-Based Research Agenda