Corpus-based learner language research : contrasting speech and writing

Grigaliūnienė, Jonė; Juknevičienė, Rita

doi:10.7220/2335-8769.58.8

Cited by 4 publications

(1 citation statement)

References 1 publication

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study was conducted according to Granger's (1996) Contrastive Interlanguage Analysis with the aim to highlight specific aspects characteristic of Lithuanian and Polish learners in the use of phrasal verbs. In order to analyse their written English, two components of ICLE were used: a subcorpus of Polish learner English (PICLE) from the second version of ICLE (Granger et al, 2009) and a subcorpus of Lithuanian learner English (LICLE, Grigaliūnienė and Juknevičienė, 2012) which is a new addition to the currently developed version of ICLE. Both subcorpora represent written English of senior undergraduate university students whose first languages are Lithuanian and Polish.…”

Section: Methodsmentioning

confidence: 99%

Phrasal Verbs in Learner English: A Corpus-based Study of Lithuanian and Polish Learners of English

Garbatovič

Grigaliūnienė

2020

BJELLC

View full text Add to dashboard Cite

Phrasal verbs, though very common in the English language, are acknowledged as difficult to acquire by non-native learners of English. The present study examines this issue focusing on two learner groups from different mother tongue backgrounds, i.e. Lithuanian and Polish advanced students of English. The analysis is conducted based on Granger’s (1996) Contrastive Interlanguage Analysis methodology, investigating the Lithuanian and Polish components of the International Corpus of Learner English, as well as the Louvain Corpus of Native English Essays. The results obtained in the study prove that both learner groups underuse phrasal verbs compared with native English speakers. It is concluded that this could be due to the learners’ limited repertoire of phrasal verbs as they employ significantly fewer phrasalverb types than native speakers. Furthermore, it is noticed that learners face similar stylistic, semantic and syntactic difficulties in the use of this language feature. In particular, the analysis shows that such errors might be caused by native language interference, as well as the inherent complexity of phrasal verbs. The present study not only helps to account for the challenges that are common to those language groups which lack phrasal verbs in their linguistic repository, but also provides insights into the understanding of advanced learner language.

show abstract

Section: Methodsmentioning

confidence: 99%

Phrasal Verbs in Learner English: A Corpus-based Study of Lithuanian and Polish Learners of English

Garbatovič

Grigaliūnienė

2020

BJELLC

View full text Add to dashboard Cite

show abstract

Assessment of University Students’ English Grammar Proficiency in terms of CEFR Criterial Achievement Levels: the Case of Lithuanian University of Educational Sciences

Mazlaveckienė

2018

THS

View full text Add to dashboard Cite

Alignment of language teaching and learning with the CEFR is a complicated process. One of the steps in this process is the analysis and evaluation of student performances characteristic of one or another achievement level (Council of Europe, 2018). The current paper focuses on the exploration of university students' English grammar proficiency in terms of CEFR proficiency levels. However, CEFR levels are underspecified with respect to key properties that are tested and assessed by FL teachers and examiners when they assign a learner a particular proficiency level. Therefore, the Cambridge English Profile Programme is employed for a more detailed analysis, as it outlines criterial features for all CEFR proficiency levels. Hence, the present study aims at investigating to what extent the list of grammatical criterial features proposed by the English Profile Programme (EPP) at the University of Cambridge is applicable to students of English Philology in their final year of BA studies when defining their proficiency level according to the CEFR. The findings of the study suggest that Lithuanian students of English Philology tend to make do with a restricted repertoire of grammatical structures which mainly range from level B1 to B2. The author of the paper does not wish to extend the obtained results to the national scale, yet strongly believes that the findings might shed light on and reveal major tendencies in the development of foreign language proficiency of English Philology students in Lithuania.

show abstract

Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing

Juknevičienė

Grabowski

2018

RiL

Self Cite

View full text Add to dashboard Cite

Abstract Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002- 2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame approach highlights structural peculiarities of learner writing which are otherwise difficult to capture.

show abstract

Corpus-based learner language research : contrasting speech and writing

Cited by 4 publications

References 1 publication

Phrasal Verbs in Learner English: A Corpus-based Study of Lithuanian and Polish Learners of English

Phrasal Verbs in Learner English: A Corpus-based Study of Lithuanian and Polish Learners of English

Assessment of University Students’ English Grammar Proficiency in terms of CEFR Criterial Achievement Levels: the Case of Lithuanian University of Educational Sciences

Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing

Contact Info

Product

Resources

About