John Benjamins Publishing Company
Comparing errors across an L2 spoken and written error-tagged Japanese EFL learner corpus
Abstract
The present study compared the spoken and written production of Japanese EFL learners prompted by the same picture description task. It focused on how production modes affect the accuracy and error rates of learner language across proficiency levels, by analysing linguistic features related to grammar and lexical choice. The results showed that linguistic features other than third-person singular -s showed significant differences between the modes. Third-person singular -s may be problematic for Japanese EFL learners as participants’ accuracy rates did not improve in the less time-pressured written production mode. Nevertheless, third-person singular -s was the only linguistic feature that could distinguish between intermediate-low and intermediate-mid levels of spoken production.
Abstract
The present study compared the spoken and written production of Japanese EFL learners prompted by the same picture description task. It focused on how production modes affect the accuracy and error rates of learner language across proficiency levels, by analysing linguistic features related to grammar and lexical choice. The results showed that linguistic features other than third-person singular -s showed significant differences between the modes. Third-person singular -s may be problematic for Japanese EFL learners as participants’ accuracy rates did not improve in the less time-pressured written production mode. Nevertheless, third-person singular -s was the only linguistic feature that could distinguish between intermediate-low and intermediate-mid levels of spoken production.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Section I. New learner corpora and tools
- The Trinity Lancaster Corpus 7
- To automated generation of test questions on the basis of error annotations in EFL essays 29
-
Section II. Written learner corpora and language teaching
- Complexity and qualitative lexical knowledge 51
- Cohesion or coesione ? 75
- Researching learner language through POS keyword and syntactic complexity analyses 101
- Direct quotation in second language writing 129
-
Section III. Spoken learner corpora and language teaching
- Comparing errors across an L2 spoken and written error-tagged Japanese EFL learner corpus 157
- Speech rate revisited 175
- English intonation of advanced learners 191
- The use of smallwords in the speech of German learners of English 219
-
Section IV. Learner corpora and language teacher education
- Integrating corpus literacy into language teacher education 245
- Subject index 265
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Section I. New learner corpora and tools
- The Trinity Lancaster Corpus 7
- To automated generation of test questions on the basis of error annotations in EFL essays 29
-
Section II. Written learner corpora and language teaching
- Complexity and qualitative lexical knowledge 51
- Cohesion or coesione ? 75
- Researching learner language through POS keyword and syntactic complexity analyses 101
- Direct quotation in second language writing 129
-
Section III. Spoken learner corpora and language teaching
- Comparing errors across an L2 spoken and written error-tagged Japanese EFL learner corpus 157
- Speech rate revisited 175
- English intonation of advanced learners 191
- The use of smallwords in the speech of German learners of English 219
-
Section IV. Learner corpora and language teacher education
- Integrating corpus literacy into language teacher education 245
- Subject index 265
