Capturing L2 Accuracy Developmental Patterns: Insights From an Error‐Tagged EFL Learner Corpus

Thewissen, Jennifer

doi:10.1111/j.1540-4781.2012.01422.x

Cited by 77 publications

(73 citation statements)

References 42 publications

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“…Previous studies on tenses (e.g., Bardovi-Harlig & Reynolds, 1995;Han, 2002;Hawkins & Buttery, 2010;Thewissen, 2013) conclude that tenses remain a weak spot, even for more advanced groups. This result is quite disheartening as this is a grammatical area that receives a lot of attention in the students' curriculum.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…As Thewissen (2013), states, both stabilization and regression may in fact at times be the result of growing L2 capacities, such as increasing levels of complexity, especially at the more advanced levels. Depending on where the stabilization occurs, it may be that a ceiling effect (Milton & Meara, 1995, in Thewissen, 2013) is at play. According to Thewissen (2013), errors that are affected by a potential ceiling effect should be interpreted as a sign that, although errors remain in terms of raw occurrences, a significant amount of learning has already taken place.…”

Section: Discussionmentioning

confidence: 99%

“…Depending on where the stabilization occurs, it may be that a ceiling effect (Milton & Meara, 1995, in Thewissen, 2013) is at play. According to Thewissen (2013), errors that are affected by a potential ceiling effect should be interpreted as a sign that, although errors remain in terms of raw occurrences, a significant amount of learning has already taken place.…”

Section: Discussionmentioning

confidence: 99%

“…Other researchers have examined specific error categories such as verb-noun collocations (e.g., Laufer & Waldman, 2011), and a variety of other errors and error combinations (e.g., Chan, 2010). Recent studies like Thewissen (2013) investigate second language accuracy development counting errors in relation to the number of times a learner could potentially have committed such an error. Let´s see these studies in some detail.…”

Section: Review Of the Literaturementioning

confidence: 99%

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Analysis of Accuracy and Grammatical Complexity in the Writing of Upper Intermediate and Advanced Learners of English

Martínez

2017

RLA

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The aim of the present study is twofold. In the first place, it aims at examining and comparing the written compositions of two groups of undergraduates enrolled in a University Degree in English Studies, using as measures accuracy and grammatical complexity. It also intends to describe the development of the morphological, syntactic, punctuation and spelling errors as English is used by these learners. A total of 100 learners of English as a foreign language participated in the study. They were divided into two groups according to their Oxford Placement Test score: group A was formed by 36 advanced students (C1 as per the Common European Framework of Reference for Languages (CEFR)); and group B was made up of 64 upper intermediate students (B2 as per the CEFR). The analysis of the compositions collected showed significant differences between advanced and upper intermediate students both in complexity and in accuracy. The figures indicated that there was an improvement trend between B2 and C1. However, the differences between groups were significant only in spelling and in punctuation errors. Although the upper intermediate and advanced EFL groups investigated were mainly found to be dominated by progress, there were nevertheless some cases of error stabilization and regression tendencies.Keywords: Writing, accuracy, complexity, grammatical morphemes, syntax, university. RESUMENEl objetivo de este trabajo es doble: (a) se ocupa de examinar y comparar las composiciones de estudiantes universitarios de inglés como lengua extranjera, utilizando como medidas la precisión y la complejidad gramatical; (b) además, pretende describir la evolución de los errores morfológicos, sintácticos, de pronunciación y de ortografía cometidos por estos alumnos. Los participantes en el estudio fueron 100 aprendices de inglés como lengua extranjera, que fueron divididos en dos grupos de acuerdo a su resultado en la Prueba Oxford Placement Test. Así, el grupo A estaba formado por 36 aprendices de nivel avanzado (C1 según el Marco Común Europeo de Referencia para las Lenguas o MCERL) y el grupo B por 64 estudiantes de nivel intermedio alto (B2 según el MCERL). Los resultados de los análisis de las composiciones recogidas para llevar a cabo el estudio mostraron diferencias significativas entre los dos grupos tanto en precisión como en complejidad. Se observó una tendencia de mejora entre los dos niveles B2 y C1 analizados. Sin embargo, las diferencias entre grupos solamente resultaron significativas en los errores de puntuación y ortografía. En conclusión, aunque los dos grupos investigados muestran una tendencia hacia la mejora en la competencia escrita, se encontraron casos de estabilización y de regresión en los errores.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

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Analysis of Accuracy and Grammatical Complexity in the Writing of Upper Intermediate and Advanced Learners of English

Martínez

2017

RLA

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Learner Corpora

Granger¹

2019

The Encyclopedia of Applied Linguistics

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Learner corpora are electronic collections of natural or near‐natural data produced by foreign or second language learners, designed on the basis of strict criteria. They can be categorized along the following three dimensions: generic versus local, cross‐sectional versus longitudinal, and spoken versus written. A valuable addition to the data types used in applied linguistics, they are all the more useful when annotated with linguistic information, either automatically (e.g., part of speech tagging) or manually (e.g., error tagging). One of the most popular methodologies used to analyze them is contrastive interlanguage analysis, which consists in comparing samples of learner language among themselves or with a control corpus of expert or native production. Learner corpus research has brought to light a wide range of features typical of learners at different proficiency levels, many of which have proved to be due to transfer from the learner's mother tongue. It has played a particularly significant role in highlighting aspects of formulaicity in learner language. Exploration of learner corpora provides very rich information on learner language, which can be used to inform a wide range of applications: materials design and testing, classroom methodology, and natural language processing applications such as automated scoring and automatic feedback generation.

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Data mining in foreign language learning

Bravo‐Agapito

Bonilla

Seoane

2018

WIREs Data Min & Knowl

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Educational data mining (EDM) combines the techniques of data mining with educational data in order to provide students, instructors, and researchers with knowledge that can benefit academic processes. Due to globalization, foreign language learning (FLL) has become increasingly important. This work seeks to gain insight as to how data mining (DM) is being used to benefit FLL. For this purpose, an advanced review of pertinent research published from 2012 to 2017 was performed. After applying our screening method, 208 papers were selected for the exhaustive analysis. This analysis was divided into four aspects: context (educational environments, educational level), number of items, DM methods, and DM applications. The results indicated that 54% of studies were conducted in traditional environments, while only 3% of studies were performed in an m‐learning environment. In addition, 25 and 72% of the research was conducted in either a primary or secondary level, or in tertiary or adult level, respectively. Likewise, 76% of studies contained datasets of less than 1,000 items. The most utilized EDM methods were: factor analysis, regression, text mining, correlation mining, and causal DM. In addition, the studies analyzed showed that DM is mainly employed to predict the performance of students, to check learners' motivation, and to provide feedback for instructors. These results seem to indicate that although DM has much to offer the increasing number of language students, it is not being used to its full potential. This article is categorized under: Application Areas > Education and Learning Fundamental Concepts of Data and Knowledge > Data Concepts

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Capturing L2 Accuracy Developmental Patterns: Insights From an Error‐Tagged EFL Learner Corpus

Cited by 77 publications

References 42 publications

Analysis of Accuracy and Grammatical Complexity in the Writing of Upper Intermediate and Advanced Learners of English

Analysis of Accuracy and Grammatical Complexity in the Writing of Upper Intermediate and Advanced Learners of English

Learner Corpora

Data mining in foreign language learning

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