A multidimensional analysis of learner language during story reconstruction in interviews
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Pascual Pérez-Paredes
Abstract
In this research, we aim at profiling the picture description component of the Louvain International Database of Spoken English Interlanguage (LINDSEI) from a variationist perspective by using English as a Foreign Language (EFL) learner and native speaker data. Our aim is to gain further insight into the linguistic nature of one of the communicative events that is used to assess general ‘proficiency’: the interview. Our results show that the EFL learners represented in the LINDSEI approach the picture description task in ways that differ from the native speaker (NS) data set. This research discusses the differences in the frequency of use of several linguistic features and attempts to account for the impact of this gap between NS and non-native speaker (NNS) uses. From a language testing and assessment (LTA) perspective, our results and research methodology can be of use to complement the parameters that raters and testers usually employ to assess the quality of L2 output.
Abstract
In this research, we aim at profiling the picture description component of the Louvain International Database of Spoken English Interlanguage (LINDSEI) from a variationist perspective by using English as a Foreign Language (EFL) learner and native speaker data. Our aim is to gain further insight into the linguistic nature of one of the communicative events that is used to assess general ‘proficiency’: the interview. Our results show that the EFL learners represented in the LINDSEI approach the picture description task in ways that differ from the native speaker (NS) data set. This research discusses the differences in the frequency of use of several linguistic features and attempts to account for the impact of this gap between NS and non-native speaker (NNS) uses. From a language testing and assessment (LTA) perspective, our results and research methodology can be of use to complement the parameters that raters and testers usually employ to assess the quality of L2 output.
Chapters in this book
- Prelim pages i
- Table of contents v
- Learner corpora in language testing and assessment 1
-
New corpus resources, tools and methods
- The Marburg Corpus of Intermediate Learner English (MILE) 13
- Avalingua 35
- Data commentary in science writing 59
- First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication 85
-
Data-driven approaches to the assessment of proficiency
- The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data 115
- A multidimensional analysis of learner language during story reconstruction in interviews 141
- Article use and criterial features in Spanish EFL writing 163
- Tense and aspect errors in spoken learner English 191
- Authors 217
- Index 219
Chapters in this book
- Prelim pages i
- Table of contents v
- Learner corpora in language testing and assessment 1
-
New corpus resources, tools and methods
- The Marburg Corpus of Intermediate Learner English (MILE) 13
- Avalingua 35
- Data commentary in science writing 59
- First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication 85
-
Data-driven approaches to the assessment of proficiency
- The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data 115
- A multidimensional analysis of learner language during story reconstruction in interviews 141
- Article use and criterial features in Spanish EFL writing 163
- Tense and aspect errors in spoken learner English 191
- Authors 217
- Index 219
