Result linking adverbials in learner corpora

Dutra, Deise Prina; Orfanó, Bárbara Malveira; Almeida, Valdenia Carvalho e

doi:10.14393/dl37-v13n1a2019-17

Cited by 3 publications

(3 citation statements)

References 14 publications

(24 reference statements)

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“…Despite the fact that these investigations dealt with diff erent conjunctions [Dutra et al (2017) addition words (besides and also), Dutra et al (2019) result markers (thus, so and therefore) and Santos (2018) contrasting connectors (but and however)], they all detected either substantial quantitative diff erences (underuse or overuse as compared to LOCNESS or MICUSP), sentence position disparities, as well as discourse function inadequacies on the part of the learners. For instance, the marker so is used three times more in CorIFA than in LOCNESS, assuming beginning sentence functions of initiating a topic or announcing that an idea is going to be presented again (DUTRA et al, 2019), which have been attested as oral discourse markers (Carter & McCarthy, 2006). An interpretation shared by the three CorIFA investigations based on learners' overuse of conjunctions in sentence initial position is that register awareness needs to be better addressed in the Brazilian university context.…”

Section: Studies Based On Corifamentioning

confidence: 93%

The learner corpus path: a worthwhile methodological challenge

Dutra

Orfanó

Guedes

et al. 2022

DELTA

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Corpus compilation is a challenging research endeavor that many researchers decide to pursue. Few learner corpora, however, can be easily accessed (e.g.,the International Corpus of Learner English), and none of them carry a variety of text registers written by English learners at different proficiency levels studying in the Brazilian university context. Therefore, the aim of this paper is to present the compilation of a learner corpus, much needed in our research and teaching context, pointing out the advantages of building this type of corpus for the understanding of learners’ needs as well as for pedagogical decision-making based on sound data. Presenting a detailed rationale of the corpus compilation, this article reveals the various decisions made in order to guarantee that fair comparisons can be made. To exemplify the value of building a carefully designed corpus, results of previous studies are compared. Some of the conclusions reached refer to the need for discipline-specific tasks to propel writing proficiency and for authorship skills to be developed in English for Academic Purposes classes to foster academic success.

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Section: Studies Based On Corifamentioning

confidence: 93%

The learner corpus path: a worthwhile methodological challenge

Dutra

Orfanó

Guedes

et al. 2022

DELTA

Self Cite

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“…That is, it tells us whether the differences are by chance or significant. According to Rayson (2003) cited by Dutra et al (2019), when the result of the LL is greater than 3.8 and smaller than 6.6, there is less than a 5% probability for the result to be by chance, expressed by p>0.05. When the LL result is 6.63, it means that the probability of the result by chance is less than 1% and we can be 99% sure that the difference between the two corpora is not random.…”

Section: Native Corpusmentioning

confidence: 99%

Linking Adverbials in the Writings of Kurdish Private School Students in Comparison to Native Speakers

2023

ZJHS

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This study is extracted from an MA thesis entitled "Linking Adverbials in the Writing of Private School Students in Erbil City". It investigates how private school students in Erbil city use linking adverbials in their essays compared to native speakers. The study consists of two corpora, a native corpus and a learner corpus. The learner corpus comprises 80 essays written by 11 th -year students from four private schools in Erbil city and the native corpus is comprised of 20 essays written by American native speakers extracted from the Michigan Corpus of Upper-Level Student Papers (MICUSP) (2009). The study specifically attempts to discover which linking adverbial categories and which individual linking adverbials are overused or underused, and in which positions in the sentence. The results showed that private school students explicitly overused enumeration/addition, and summation categories while underused contrast/concession categories. For individual linking adverbials, the results indicated that learners overused some linking adverbials, such as in conclusion, also, first(ly), second(ly), etc. In contrast, they underused rather, still, though, that is, etc. the results also demonstrated that learners preferred to place linking adverbials in the initial position.

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“…Earlier research on LAs also compares the use by native speakers and non-native speakers of English. In the ESL context, Dutra et al (2019) examined the use of LAs of Brazilian ESL learners and English native writers and claimed the differences between them concerning the syntactic position and meaning of the LAs. Whereas in the EFL context, previous studies identified the mismatches of LAs use of native and EFL learners.…”

Section: Introductionmentioning

confidence: 99%

Linking Adverbials in Indonesian EFL Students’ Essays: A Corpus-Driven Study

Oktavianti¹,

Sarage²

2022

IDEAS

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Writing is the activity of arranging and organizing ideas that need some logical connectors to make the ideas cohesively structured. There are several plausible means for cohesiveness, including linking adverbials (LAs). This study examines the LA categories found in EFL students’ academic essays and explores how EL students use them. The data were collected from students’ essays compiled as a learner corpus, Learner Corpus of Academic Writing, comprising 52,404 words. The present study employed LancsBox as the corpus tool and The Louvain Corpus of Native English Essays as the control corpus to assist the analysis. The study results show that all primary categories of LAs are found in the corpus. However, the subcategory transition to another topic is absent from the corpus. In the frequency of use, causal resultative LAs outnumber all other categories, followed by additive and adversative LAs. As for the least frequent LAs, the study identified sequential types. In comparison to the native writer corpus, it is found that there are shared similarities, including the categories and the subcategories of LAs found in both corpora. Regarding the frequency of use, the most frequent types are relatively similar with different positions, namely causal resultative and additive LAs, while the least frequent type is sequential. These results suggest more considerations in designing writing materials, especially in regard to transition markers belonging to the sequential category.

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Result linking adverbials in learner corpora

Cited by 3 publications

References 14 publications

The learner corpus path: a worthwhile methodological challenge

The learner corpus path: a worthwhile methodological challenge

Linking Adverbials in the Writings of Kurdish Private School Students in Comparison to Native Speakers

Linking Adverbials in Indonesian EFL Students’ Essays: A Corpus-Driven Study

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