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Chapter 6. Profiling learners through pragmatically and error annotated corpora

Abstract

This proof-of-concept study presents a novel way of analysing learner language based on 20 randomly selected interviews from the Chinese part of the Louvain International Database of Spoken English Interlanguage (LINDSEI) (Gilquin et al., 2010), annotated both pragmatically and using a newly devised error analysis scheme. Annotation and initial analyses were primarily conducted in the Dialogue Annotation and Research Tool (DART) (Weisser, 2016b), and the relevant features extracted and normed by the number of functional (speech act) units to obtain meaningful comparable results across speakers. The results indicate that the majority of errors affect the coherence of the learners’ narrative and that the communicative strategies used by the learners exhibit a high number of discourse markers or response-signals used (em)phatically, apparently only serving as ‘planning facilitators’, rather than genuine structural or interactional devices.

Abstract

This proof-of-concept study presents a novel way of analysing learner language based on 20 randomly selected interviews from the Chinese part of the Louvain International Database of Spoken English Interlanguage (LINDSEI) (Gilquin et al., 2010), annotated both pragmatically and using a newly devised error analysis scheme. Annotation and initial analyses were primarily conducted in the Dialogue Annotation and Research Tool (DART) (Weisser, 2016b), and the relevant features extracted and normed by the number of functional (speech act) units to obtain meaningful comparable results across speakers. The results indicate that the majority of errors affect the coherence of the learners’ narrative and that the communicative strategies used by the learners exhibit a high number of discourse markers or response-signals used (em)phatically, apparently only serving as ‘planning facilitators’, rather than genuine structural or interactional devices.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction 1
  5. Chapter 1. Research in data-driven learning 9
  6. Chapter 2. Data-driven learning, theories of learning and second language acquisition 35
  7. Chapter 3. Looking back on 25 years of TaLC 57
  8. Chapter 4. L2 development of - ing clauses 75
  9. Chapter 5. Collocations in learner English 97
  10. Chapter 6. Profiling learners through pragmatically and error annotated corpora 121
  11. Chapter 7. Exploring the impact of data-driven learning in extensive reading 149
  12. Chapter 8. Data-driven learning 177
  13. Chapter 9. Scoledit 207
  14. Chapter 10. CEFR-J × 28 231
  15. Index 253
Beyond Concordance Lines
This chapter is in the book Beyond Concordance Lines
https://doi.org/10.1075/scl.102.06wei

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction 1
  5. Chapter 1. Research in data-driven learning 9
  6. Chapter 2. Data-driven learning, theories of learning and second language acquisition 35
  7. Chapter 3. Looking back on 25 years of TaLC 57
  8. Chapter 4. L2 development of - ing clauses 75
  9. Chapter 5. Collocations in learner English 97
  10. Chapter 6. Profiling learners through pragmatically and error annotated corpora 121
  11. Chapter 7. Exploring the impact of data-driven learning in extensive reading 149
  12. Chapter 8. Data-driven learning 177
  13. Chapter 9. Scoledit 207
  14. Chapter 10. CEFR-J × 28 231
  15. Index 253
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