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