One norm to rule them all? Corpus-derived norms in learner corpus research and foreign language teaching

Gilquin, Gaëtanelle

doi:10.1017/s0261444821000094

Cited by 16 publications

(9 citation statements)

References 44 publications

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“…Traditionally, learner corpus research has used the native speaker as a norm or a baseline for comparison in an effort to define what characterizes learners' interlanguage at different stages compared with the native speaker norm (Gilquin, 2022). The current study adopts a different perspective, in that it does not see native speaker competence as the goal of language learning.…”

Section: Introductionmentioning

confidence: 99%

Development of lexical richness among beginning learners of French as a foreign language

Vold¹

2023

NJLTL

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Vocabulary knowledge forms the basis of all the communicative skills and is a core component of language proficiency. In educational contexts in which target language input is limited, the acquisition of new vocabulary can be a challenging task for learners, and lexical development might be slow. This study explored the extent to which 14 upper-secondary students of French as a foreign language (FFL) in Norwegian schools showed signs of increased lexical richness in their written production over a period of approximately six months. The data were taken from the TRAWL (Tracking Written Learner Language) corpus, a digital collection of second and foreign-language learner texts. Two aspects of lexical richness were investigated: 1) lexical sophistication was measured using the MultiLingProfiler software for lexical frequency profiling and supplemented by a manual and more detailed analysis of five learners’ texts; 2) lexical diversity was measured using D_Tools v.2.0 and word family counts. The data revealed that although many learners showed signs of using a somewhat more varied vocabulary over time, it is difficult to find proof of productive vocabulary development among beginning learners of FFL within such a limited period. The study suggests that finer-grained measures of analysis could be added to existing automated tools to make these tools more useful for beginner levels.

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Section: Introductionmentioning

confidence: 99%

Development of lexical richness among beginning learners of French as a foreign language

Vold¹

2023

NJLTL

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“…In the last five years, studies of second or foreign language learning, such as TESOL and EFL, have been designed by using the corpus approach (cf. Flowerdew, 2015;2017;Gilquin, 2022;McCarthy, 2008;Römer, 2022;Omidian, 2021). This approach is specifically closely related to the process of presenting the material.…”

Section: The Cross-cultural Competence and Corpus-based Approachmentioning

confidence: 99%

Incorporating Cross-Cultural Competence into the ISOL Programme through Cultural-Based Materials and Corpus-Based Approach

Nugraha

2022

EJEDU

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This paper discusses the integration of cross-cultural competencies in the ISOL teaching programme based on the materials used during learning. ISOL is an Indonesian language learning programme for foreign speakers that often establishes materials on cultural and socio-humanistic aspects of Indonesian culture. The paper data were in the forms of discourse construed in the textbooks as learning materials. The data sources were three textbooks from three well-established ISOL learning institutions in Indonesia. Based on the qualitative content analysis, it can be stated that the incorporation of cross-cultural competence in ISOL was realized not only through the integration of competence in learning materials but also through the aspects of learning preparation as well-designed in the syllabus and teaching goals. In addition, cross-culture competence was also manifested in grammar teaching and skills mentoring activities. There was evidence regarding the evaluation aspect, namely the concept of competence already used as essential guidance in the final project. Moreover, I also extended the discussion of the results concerning the corpus-based approach to determine the way to collect and manage materials that contained cultural value as a part of the programme.

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“…Control corpora are justified in LCR –see the ‘comparative fallacy’ vs. ‘comparative hypocrisy’ debate (Granger, 2009; Tracy-Ventura and Paquot, 2021). Following the recommendation of using several native norms in learner corpus research (Gilquin, 2021b) and Tracy-Ventura and Paquot’s (2021) sixth recommendation, CEDEL2 samples data from 1,112 natives across Spanish-speaking countries (Peninsular and Latin American varieties), which turns it into a Spanish native corpus in its own right. Importantly, to determine whether learners’ L2 knowledge is due to their L1, L2 input, or universal cognitive mechanisms, two native control subcorpora are required: (1) the learners’ target (L2) language to check for potential effects of input on L2 acquisition; (2) the learners’ L1 to check for possible L1 transfer effects.…”

Section: The Cedel2 (Version 2) Corpusmentioning

confidence: 99%

CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research

Lozano

2021

Second Language Research

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This article presents and reviews a new methodological resource for research in second language acquisition (SLA), CEDEL2 ( Corpus Escrito del Español L2 ‘L2 Spanish Written Corpus’), and its free online search-engine interface ( cedel2.learnercorpora.com ). CEDEL2 is a multi-first-language corpus (Spanish, English, German, Dutch, Portuguese, Italian, French, Greek, Russian, Japanese, Chinese, and Arabic) of L2 Spanish learners at all proficiency levels. It additionally contains several native control subcorpora (English, Portuguese, Greek, Japanese, and Arabic). Its latest release (version 2) holds material from around 4,400 speakers, which amounts to over 1,100,000 words. CEDEL2 follows strict corpus-design criteria (Sinclair, 2005) and L2 corpus-design recommendations (Tracy-Ventura and Paquot, 2021), and all subcorpora are equally designed to be fully contrastable, as recommended by Contrastive Interlanguage Analysis (Granger, 2015). Thanks to its design and web interface, CEDEL2 allows for complex searches which can be further narrowed down according to its SLA-motivated variables, e.g. first language (L1), proficiency level, self-reported proficiency level, age of onset to the L2, length of exposure to the L2, length of residence in a Spanish-speaking country, knowledge of other foreign languages, type of task, etc. These CEDEL2 features allow L2 researchers to address SLA questions and hypotheses.

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One norm to rule them all? Corpus-derived norms in learner corpus research and foreign language teaching

Cited by 16 publications

References 44 publications

Development of lexical richness among beginning learners of French as a foreign language

Development of lexical richness among beginning learners of French as a foreign language

Incorporating Cross-Cultural Competence into the ISOL Programme through Cultural-Based Materials and Corpus-Based Approach

CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research

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