Does EAP writing instruction reduce L2 errors? Evidence from a longitudinal corpus of L2 EAP essays and reports

References

Ang, L. H., H. A. Rahim, K. H. Tan & K. Salehuddin. 2011. Collocations in Malaysian English learners’ writing: A corpus-based error analysis. 3L; Language, Linguistics and Literature, The Southeast Asian Journal of English Language Studies 17(special issue). 31–44.Suche in Google Scholar

Ashwell, T. 2000. Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing 9(3). 227–257.10.1016/S1060-3743(00)00027-8Suche in Google Scholar

Barnard, R. & D. Scampton. 2008. Teaching grammar: A survey of EAP teachers in New Zealand. New Zealand Studies in Applied Linguistics 14(2). 59–82.Suche in Google Scholar

Bestgen, Y. & S. Granger. 2015. Tracking L2 writers’ phraseological development using collgrams: Evidence from a longitudinal EFL corpus. In ICAME 36.Suche in Google Scholar

Biber, D. 1988. Variation across speech and writing. Cambridge: Cambridge University Press.10.1017/CBO9780511621024Suche in Google Scholar

Bitchener, J. 2008. Evidence in support of written corrective feedback. Journal of Second Language Writing 17(2). 102–118.10.1016/j.jslw.2007.11.004Suche in Google Scholar

Bitchener, J. & U. Knoch. 2009. The contribution of written corrective feedback to language development: A ten month investigation. Applied linguistics 31(2). 193–214.10.1093/applin/amp016Suche in Google Scholar

Bitchener, J. & U. Knoch. 2010. Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing 19(4). 207–217.10.1016/j.jslw.2010.10.002Suche in Google Scholar

Bruce, E. & L. Hamp-Lyons. 2015. Opposing tensions of local and international standards for EAP writing programmes: Who are we assessing for? Journal of English for Academic Purposes 18. 64–77. doi:10.1016/j.jeap.2015.03.003Suche in Google Scholar

Castello, E., K Ackerley & F. Cocceta (eds.). 2016. Studies in learner corpus linguistics: Research and applications for foreign language teaching and development. Berlin: Peter Lang.10.3726/978-3-0351-0736-4Suche in Google Scholar

Chandler, J. 2003. The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12(3). 267–296.10.1016/S1060-3743(03)00038-9Suche in Google Scholar

Christ, O. 1994. A modular and flexible architecture for an integrated corpus query system. In Proceedings of COMPLEX’94: 3rd conference on computational lexicography and text research, Budapest.Suche in Google Scholar

Chuang, F. Y. & H. Nesi. 2006. An analysis of formal errors in a corpus of L2 English produced by Chinese students. Corpora 1(2). 251–271.10.3366/cor.2006.1.2.251Suche in Google Scholar

Chuang, F.-Y. & H. Nesi. 2007. Grammar talk: Developing computer-based materials for Chinese EAP students In O. Alexander (ed.), New approaches to materials development for language learning Oxford, UK: Peter Lang.Suche in Google Scholar

Chuang, F. Y. & H. Nesi. 2008. Grammar talk: International students’ responses to an online grammar resource. In M. Edwardes (ed.), Proceedings of the BAAL annual conference: Technology, ideology and practice in applied linguistics, London, UK: Scitsiugnil Press.Suche in Google Scholar

Cotos, E. 2014. Enhancing writing pedagogy with learner corpus data. ReCALL 26(2). 202–224. doi:10.1017/S0958344014000019.Suche in Google Scholar

Council of Europe. 2001. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Suche in Google Scholar

Crosthwaite, P. (2016a). A longitudinal multidimensional analysis of EAP writing: Implications for pedagogy. Journal of English for Academic Purposes, 22, 166–178. doi:10.1016/j.jeap.2016.04.005.Suche in Google Scholar

Crosthwaite, P. (2016b). L2 English Article Use by L1 Speakers of –ART Languages: A Learner Corpus Study. International Journal of Learner Corpus Research, 2(1),68–100.10.1075/ijlcr.2.1.03croSuche in Google Scholar

Crosthwaite, P. (in press) Retesting the limits of data-driven learning: Feedback and Error correction. Computer-Assisted Language Learning.Suche in Google Scholar

Crosthwaite, P. & Jiang, F.K. (in press). Does EAP affect written L2 academic stance? A longitudinal learner corpus study. System.Suche in Google Scholar

Dagneux, E., S. Denness & S. Granger. 1998. Computer-aided error analysis. System 26. 163–174.10.1016/S0346-251X(98)00001-3Suche in Google Scholar

Dahlmeier, D., H. T. Ng & S. M. Wu. 2013, June. Building a large annotated corpus of learner English: The NUS corpus of learner English. In Proceedings of the eighth workshop on innovative use of NLP for building educational applications, 22–31.Suche in Google Scholar

de Haan, P. 2000. Tagging non-native English with the TOSCA-ICLE tagger. Language and Computers 33. 69–80.10.1163/9789004490758_007Suche in Google Scholar

Evans, S. & B. Morrison. 2011. The first term at university: Implications for EAP. English Language Teaching Journal 65(4). 387–397.10.1093/elt/ccq072Suche in Google Scholar

Ferris, D. 1997. The influence of teacher commentary on student revision. TESOL Quarterly 31. 315–339.10.2307/3588049Suche in Google Scholar

Ferris, D. 1999. The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing 8(1). 1–10.10.1016/S1060-3743(99)80110-6Suche in Google Scholar

Ferris, D. 2006. Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (eds.), Feedback in second language writing: Contexts and issues, 81–104. New York: Cambridge University Press.10.1017/CBO9781139524742.007Suche in Google Scholar

Ferris, D. & B. Roberts. 2001. Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing 10(3). 161–184.10.1016/S1060-3743(01)00039-XSuche in Google Scholar

Fleiss, J. 1981. Statistical methods for rates and proportions, 2nd edn. New York: Wiley.Suche in Google Scholar

Friginal, E. & S. Weigle. 2014. Exploring multiple profiles of L2 writing using multi-dimensional analysis. Journal of Second Language Writing 26. 80–95. doi:10.1016/j.jslw.2014.09.007.Suche in Google Scholar

Gabrielatos, C. 2005. Corpora and language teaching: Just a fling or wedding bells? TESL-EJ 8(4). 1–39.Suche in Google Scholar

Gardner, S. & H. Nesi. 2012. A classification of genre families in university student writing. Applied Linguistics 34(1). 1–29. doi:10.1093/applin/ams024.Suche in Google Scholar

Gaskell, D. & T. Cobb. 2004. Can learners use concordance feedback for writing errors? System 32(3). 301–319.10.1016/j.system.2004.04.001Suche in Google Scholar

Geertzen, J., T. Alexopoulou & A. Korhonen. 2013. Automatic linguistic annotation of large scale L2 databases: The EF-Cambridge Open Language Database (EFCAMDAT). In Proceedings of the 31st Second Language Research Forum, Somerville, MA: Cascadilla Proceedings Project.Suche in Google Scholar

Gilquin, G. 2016. From design to collection of learner corpora. In S. Granger, G. Gilquin & F. Meunier (eds.), The Cambridge handbook of learner corpus research, 9–34. Cambridge: Cambridge University Press.10.1017/CBO9781139649414.002Suche in Google Scholar

Granger, S. 2003. Error-tagged Learner Corpora and CALL: A promising synergy. Calico Journal 20(3). 656–480.10.1558/cj.v20i3.465-480Suche in Google Scholar

Hasko, V. & F. Meunier (eds.). 2013. Capturing L2 development through learner corpus analysis. Modern Language Journal 97(S1), 1–10.10.1111/j.1540-4781.2012.01425.xSuche in Google Scholar

Hyland, F. 1998. The impact of teacher written feedback on individual writers. Journal of Second Language Writing 7(3). 255–286.10.1016/S1060-3743(98)90017-0Suche in Google Scholar

Hyland, K & F. Hyland. 2006. Feedback on second language students’ writing. Language Teaching 39(2). 83–101.10.1017/S0261444806003399Suche in Google Scholar

Ishikawa, S. 2013. The ICNALE and sophisticated contrastive interlanguage analysis of Asian learners of English. In S. Ishikawa (ed.), Learner corpus studies in Asia and the world, 91–118. Kobe, Japan: LCSAW2013.Suche in Google Scholar

Izumi, E., K. Uchimoto & H. Isahara. 2005, October. Error annotation for corpus of Japanese learner English. In Proceedings of the Sixth International Workshop on Linguistically Interpreted Corpora, 71–80. Jeju Island, Korea: Association for Computational Linguistics.Suche in Google Scholar

Johns, T. 1991. From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Johns & P. King (eds.), Classroom concordancing: English language research journal, 4, 27–45.Suche in Google Scholar

Johnston, J. E., K. J. Berry & P. W. Mielke. 2006. Measures of effect size for chi-squared and likelihood-ratio goodness-of-fit tests. Perceptual and motor skills 103(2). 412–414.10.2466/pms.103.2.412-414Suche in Google Scholar

Kepner, C. G. 1991. An experiment in the relationship of types of written feedback to the development of second-language writing skills. The Modern Language Journal 75. 305–31310.1111/j.1540-4781.1991.tb05359.xSuche in Google Scholar

Lee, I. 2004. Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing 13(4). 285–312.10.1016/j.jslw.2004.08.001Suche in Google Scholar

Lee, I. 2005. Error correction in the L2 writing classroom: What do students think? TESL Canada Journal 22(2). 1–16. doi: 10.18806/tesl.v22i2.84.Suche in Google Scholar

Lee, I. 2008. Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing 17(2). 69–85.10.1016/j.jslw.2007.10.001Suche in Google Scholar

Lee, Y. W., M. Chodorow & C. Gentile. 2016. Investigating patterns of writing errors for different L1 groups through error-coded ESL learners’ essays. 23(1). 169–190.10.15334/FLE.2016.23.1.169Suche in Google Scholar

Leńko-Szymańska, A. & A. Boulton (eds.). 2015. Multiple affordances of language corpora for data-driven learning. Amsterdam: John Benjamins.10.1075/scl.69Suche in Google Scholar

Li, J. & N. Schmitt. 2009. The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing 18. 85–102.10.1016/j.jslw.2009.02.001Suche in Google Scholar

Lüdeling, A. & H. Hirschmann. 2016. Error annotation systems. In S. Granger, G. Gilquin & F. Meunier (eds.), The Cambridge handbook of learner corpus research, 135–157. Cambridge: CUP.10.1017/CBO9781139649414.007Suche in Google Scholar

McEnery, T, R Xiao & Y. Tono. 2006. Corpus-based language studies: An advanced resource book. London: Routledge.Suche in Google Scholar

Meunier, F. 2016. Developmental patterns in learner corpora. In S. Granger, G. Gilquin & F. Meunier (eds.), The Cambridge handbook of learner corpus research, 379–400. Cambridge: Cambridge University Press.10.1017/CBO9781139649414.017Suche in Google Scholar

Meunier, F. & G. Gentil. 2014. Tracking learners’ progress in nominalization use: A quantitative and qualitative longitudinal corpus analysis. Paper presented at GURT 2014-Georgetown Roundtable in Linguistics: Usage-based approaches to language, language learning and multilingualism, Washington, USA (14/03/2014-16/03/2014).Suche in Google Scholar

Meunier, F. & D. Littré. 2013. Tracking learners’ progress: Adopting a dual ‘Corpus-cum-experimental data’ approach. Modern Language Journal 97(1). 61–76. doi:10.1111/j.1540-4781.2012.01424.x.Suche in Google Scholar

Nesi, H., & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.10.1017/9781009030199Suche in Google Scholar

Nicholls, D. 2003, March. The Cambridge learner corpus: Error CODING AND ANALYSIS FOR LEXICOGRAPHY and ELT. In Proceedings of the Corpus Linguistics 2003 conference, Vol. 16, 572–581.Suche in Google Scholar

O’Donnell, M. 2008. The UAM corpustool: Software for corpus annotation and exploration. In Proceedings of the XXVI Congreso de AESLA, 3–5. Almeria, Spain.Suche in Google Scholar

Pica, T. 1983. Methods of morpheme quantifications: Their effect on the interpretation of second language data. Studies in Second Language Acquisition 6. 69–78.10.1017/S0272263100000309Suche in Google Scholar

Polio, C., C. Fleck & N. Leder. 1998. ‘If I only had more time’: ESL learners’ changes in linguistic accuracy on essay revisions. Journal of Second Language Writing 7(1). 43–68.10.1016/S1060-3743(98)90005-4Suche in Google Scholar

Ryan, J. 2012. Acts of reference and the miscommunication of referents by first and second language speakers of English. University of Waikaito, NZ Unpublished doctoral dissertation.Suche in Google Scholar

Ryan, J. 2015. Overexplicit referent tracking in L2 English: Strategy, avoidance, or myth?. Language Learning 65(4). 824–859.10.1111/lang.12139Suche in Google Scholar

Salteh, M. A. & K. Sadeghi. 2015. Teachers’ and students’ attitudes toward error correction in L2 writing. The Journal of Asia TEFL 12(3). 1–31.10.18823/asiatefl.2015.12.3.1.1Suche in Google Scholar

Schachter, J. & M. Celce-Murcia. 1977. Some reservations concerning error analysis. TESOL Quarterly 11(4). 441–451.10.2307/3585740Suche in Google Scholar

Schmidt, R. 1990. The role of consciousness in second language learning. Applied Linguistics 11(2). 129–158. doi:10.1093/applin/11.2.129.Suche in Google Scholar

Shin, S. K. 2008. ‘Fire your proofreader!’ Grammar correction in the writing classroom. ELT Journal 62(4). 358–365. doi:10.1093/elt/ccm089.Suche in Google Scholar

Tono, Y., Y Satake & A. Miura. 2014. The effects of using corpora on revision tasks in L2 writing with coded error feedback. ReCALL 26. 147–162. doi:10.1017/S095834401400007X.Suche in Google Scholar

Truscott, J. 1996. The case against grammar correction in L2 writing classes. Language Learning 46(2). 327–369.10.1111/j.1467-1770.1996.tb01238.xSuche in Google Scholar

Truscott, J. 2004. Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing 13(4). 337–343.10.1016/j.jslw.2004.05.002Suche in Google Scholar

Truscott, J. 2007. The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing 16(4). 255–272.10.1016/j.jslw.2007.06.003Suche in Google Scholar

Vyatkina, N. 2012. The development of second language writing complexity in groups and individuals: A longitudinal learner corpus study. The Modern Language Journal 96(4). 576–598.10.1111/j.1540-4781.2012.01401.xSuche in Google Scholar

Yates, R. & J. Kenkel 2002. Responding to sentence-level errors in writing. Journal of Second Language Writing 11(1). 29–47.10.1016/S1060-3743(02)00051-6Suche in Google Scholar

Young, S. S. & A. Karr. 2011. Deming, data and observational studies. Significance 8(3). 116–120.10.1111/j.1740-9713.2011.00506.xSuche in Google Scholar