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First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication

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Abstract

This chapter presents a new method for assigning proficiency levels to texts in a learner corpus of computer-mediated communication (CMC). The CMC comes from learner comments on news articles that form part of an English language course for university students in Japan. The rationale for using the CMC discourse as the basis of a learner corpus will be discussed, followed by a justification of using a text-centred approach of assigning proficiency. The use of binary decision trees to account for the complexity, accuracy and fluency evident in the texts will be described, followed by a snapshot of the results from using the method so far. The chapter concludes with the suggestion that while some of the details may need refining, in principle the method could be of use in categorizing the proficiency of texts in other learner corpora.

Abstract

This chapter presents a new method for assigning proficiency levels to texts in a learner corpus of computer-mediated communication (CMC). The CMC comes from learner comments on news articles that form part of an English language course for university students in Japan. The rationale for using the CMC discourse as the basis of a learner corpus will be discussed, followed by a justification of using a text-centred approach of assigning proficiency. The use of binary decision trees to account for the complexity, accuracy and fluency evident in the texts will be described, followed by a snapshot of the results from using the method so far. The chapter concludes with the suggestion that while some of the details may need refining, in principle the method could be of use in categorizing the proficiency of texts in other learner corpora.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Learner corpora in language testing and assessment 1
  4. New corpus resources, tools and methods
  5. The Marburg Corpus of Intermediate Learner English (MILE) 13
  6. Avalingua 35
  7. Data commentary in science writing 59
  8. First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication 85
  9. Data-driven approaches to the assessment of proficiency
  10. The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data 115
  11. A multidimensional analysis of learner language during story reconstruction in interviews 141
  12. Article use and criterial features in Spanish EFL writing 163
  13. Tense and aspect errors in spoken learner English 191
  14. Authors 217
  15. Index 219
Learner Corpora in Language Testing and Assessment
This chapter is in the book Learner Corpora in Language Testing and Assessment
https://doi.org/10.1075/scl.70.04mar

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Learner corpora in language testing and assessment 1
  4. New corpus resources, tools and methods
  5. The Marburg Corpus of Intermediate Learner English (MILE) 13
  6. Avalingua 35
  7. Data commentary in science writing 59
  8. First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication 85
  9. Data-driven approaches to the assessment of proficiency
  10. The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data 115
  11. A multidimensional analysis of learner language during story reconstruction in interviews 141
  12. Article use and criterial features in Spanish EFL writing 163
  13. Tense and aspect errors in spoken learner English 191
  14. Authors 217
  15. Index 219
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