Learner corpora and contrastive interlanguage analysis
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Hilde Hasselgård
Abstract
This paper gives a glimpse of pre-corpus interlanguage studies, focusing on some Scandinavian research projects, before moving on to the development of computerized learner corpora and computer-aided interlanguage analysis with special reference to the International Corpus of Learner English (ICLE) project. Contrastive interlanguage analysis (CIA) is defined and discussed, followed by a presentation of the so-called Integrated Contrastive Model (ICM). The two models of analysis are illustrated by means of three case studies; two using CIA to study the use of quite and I would say across four learner groups in ICLE aznd one using the ICM to analyse seem in the interlanguage of Norwegian learners. Towards the end, some challenges for interlanguage research are discussed.
Abstract
This paper gives a glimpse of pre-corpus interlanguage studies, focusing on some Scandinavian research projects, before moving on to the development of computerized learner corpora and computer-aided interlanguage analysis with special reference to the International Corpus of Learner English (ICLE) project. Contrastive interlanguage analysis (CIA) is defined and discussed, followed by a presentation of the so-called Integrated Contrastive Model (ICM). The two models of analysis are illustrated by means of three case studies; two using CIA to study the use of quite and I would say across four learner groups in ICLE aznd one using the ICM to analyse seem in the interlanguage of Norwegian learners. Towards the end, some challenges for interlanguage research are discussed.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- List of contributors xi
- Preface xiii
- Putting corpora to good uses 1
- Frequency, corpora and language learning 7
- Learner corpora and contrastive interlanguage analysis 33
- The use of small corpora for tracing the development of academic literacies 63
- Revisiting apprentice texts 85
- Automatic error tagging of spelling mistakes in learner corpora 109
- Data mining with learner corpora 127
- Learners and users – Who do we want corpus data from? 155
- Learner knowledge of phrasal verbs 173
- Corpora and the new Englishes 209
- Towards a new generation of corpus-derived lexical resources for language learning 237
- Automating the creation of dictionaries 257
- addendumSelect list of publications by Sylviane Granger 283
- Subject index 289
- Name index 293
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- List of contributors xi
- Preface xiii
- Putting corpora to good uses 1
- Frequency, corpora and language learning 7
- Learner corpora and contrastive interlanguage analysis 33
- The use of small corpora for tracing the development of academic literacies 63
- Revisiting apprentice texts 85
- Automatic error tagging of spelling mistakes in learner corpora 109
- Data mining with learner corpora 127
- Learners and users – Who do we want corpus data from? 155
- Learner knowledge of phrasal verbs 173
- Corpora and the new Englishes 209
- Towards a new generation of corpus-derived lexical resources for language learning 237
- Automating the creation of dictionaries 257
- addendumSelect list of publications by Sylviane Granger 283
- Subject index 289
- Name index 293
