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Intra-Individual Variability in the Emergence of Complexity, Accuracy and Fluency in Speaking English at Secondary School: A Case Study of a Good, Average and Poor Language Learner

100%
Rokoszewska K.
Anglica Wratislaviensia
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2019
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issue 57
181-204
EN
According to Complex Dynamic Systems Theory (CDST), language is a complex dynamic system consisting of subsystems which show a lot of variability, especially during intensive development. Second language development is generally connected with an increase in complexity, accuracy and fluency but there are trade-offs within and between these language subcomponents. What is more, intra-individual variability, defined as differences in the level of developmental variables within individuals and between repeated measurements, is said to be an important developmental phenomenon. The aim of this article is to analyze the relationships between different measures of syntactic complexity, lexical complexity, accuracy and fluency, and to examine intra-individual variability with respect to the rate of development in longitudinal oral data provided by a good, average and poor language learner at the level of secondary school. Generally, the results of the study show some statistically significant differences between the learners in the development of these language subsystems but no such differences in intra-individual variability. Nevertheless, the study indicates a strong, positive correlation between the learners’ level of intra-individual variability and the rate of development of the language subsystems in speech at this level.
2
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Transcription of foreign personal names in the written works of learners of Latvian as a foreign language

100%
Kļavinska A.
Journal of Education Culture and Society
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2021
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vol. 12
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issue 2
469-481
EN
Aim. The aim of this study is to analyse how personal names are transcribed in the written works of Latvian as foreign language learners, as well as the most typical mistakes when transcribing personal names in other languages, the attitude of students towards the Latvianisation of their personal names, and the experience of Latvian language teachers in teaching the principles of transcribing personal names. Methods. The study uses the corpus analysis method, as well as a survey of students and  survey of teachers who teach Latvian as a foreign language. The article includes error analysis of the personal name transcription established in the corpus and the analysis of the survey results. Results and conclusion. It was found out that students mostly know how to transcribe their names in Latvian; less frequently do they know how their surname should be transcribed. Their attitude towards Latvianisation of personal names is various: positive, negative or neutral. Latvian as a foreign language teachers emphasize the principle of transcription of foreign personal names and the need to provide its justification in the study process. It was concluded that further Latvian language acquisition process needs to be focused more on the problems with transcription of foreign personal names. Originality. This study highlights the aspect which is little researched in the applied linguistics – the issued linked to transcription of foreign personal names in the process of learning the Latvian language. The novelty is related to the use of a new resource (error-tagged learner corpus) data.
3
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Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English

88%
Akbaş E., Ölçü-Dinçer Z.
Studies in Second Language Learning and Teaching
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2021
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vol. 11
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issue 4
607-627
EN
The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
4
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Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing

88%
Juknevičienė R., Grabowski Ł., Vilnius University V., University of Opole O., Juknevičienė R. r. j. f. v. l., Grabowski Ł. l. u. o. p.
Research in Language
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2018
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vol. 16
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issue 3
EN
Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002- 2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame approach highlights structural peculiarities of learner writing which are otherwise difficult to capture.
5
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Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing

88%
Juknevičienė R., Grabowski Ł.
Research in Language
|
2018
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vol. 16
|
issue 3
303-323
EN
Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002–2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame approach highlights structural peculiarities of learner writing which are otherwise difficult to capture.
6
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A Typological Discussion of the Predicates Expressing Possessive Meaning “to have” in Taiwan Mandarin and Czech — a Learner Corpus-Based Study

75%
Shih-hui Lin M.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2017
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vol. 8
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issue 1
86-100
EN
The main purpose of this research paper is to investigate predicates expressing the possessive meaning “to have” in Taiwan Mandarin and Czech. In Taiwan Mandarin, the word you has the semantic meaning of “to have” and “to exist” (Huang, 1987; Her, 1991). Mít in Czech, however, has three main usages (Daneš, 1987; Karlík — Nekula — Rusínová, 1995; 1996; Čechová, 2000; Cvrček, 2010): it is used as a modal, an auxiliary or a possessive verb. According to the language data collected from Taiwanese students who study Czech, these students often use mít in Czech to express not only possessionbut also existence, or they incorrectly use it as an auxiliary — in other words — their knowledge of you in Taiwan Mandarin seems to interfere (Brown, 2007) with their usage of mít in Czech. In this paper, firstly, relevant literature dealing with the usages of you in Taiwan Mandarin and mít in Czech will be introduced; secondly, there will follow a discussion of the language data collected from the NCCU foreign language learner corpus; thirdly, the grammaticalization theory (Heine, 1997) will be applied to investigate Taiwan Mandarin you and Czech mít, which shall offer a number of explanations regarding the observable typological diversity across these two languages. In spite of the fact that there are similar research papers related to the expression of possessive meaning in these two languages, this paper assumes that the cross-linguistic typological discussion shall bring more insight into the characteristics of these two languages. Furthermore, apart from advancing the typological discussion of these two languages, it is expected that this paper will also aid the preparation of related textbooks and teaching materials.
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MERLIN: Multilingvální platforma pro evropské referenční úrovně

51%
Štindlová B., Čurdová V.
Časopis pro moderní filologii (Journal for Modern Philology)
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2015
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vol. 97
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issue 2
190-200
EN
The paper provides an overview of the motivation, development and major principles of the international project Merlin. The main output of this project is a unique trilingual learner corpus consisting of German, Italian and Czech. The corpus will be available as an online platform illustrating the Common European Framework of Reference for Languages (CEFR) with authentic learner data and enabling users to explore authentic written learner productions and related metadata (e.g. age, first language of the learner, etc.). Each text in the corpus is linguistically analysed during the multiphase error annotation. This process raises some problematic issues concerning the particularly specific character of Czech as a Slavic language. The paper summarises some of these problems and their possible solutions.
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Koncovky -a a -u genitivu singuláru maskulin neživotných s ohledem na korpusový přístup ve výuce češtiny jako cizího jazyka

51%
Zasina A. J.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2019
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vol. 10
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issue 2
39-57
EN
The aim of this study is the issue of competitive endings -a and -u of genitive singular inanimate masculine nouns in the context of foreign language teaching. The emphasis is on a systematic description of genitive endings -a and -u using corpus methods. In the first step, we analysed the part of the learner corpus including texts of Slavic language speaking students. The results have shown that students quite often confuse both of these endings: the correct ending -u frequently substituted by -a. Next, we examined the competition of genitive endings within the corpus of contemporary Czech using the Morfio tool that identifies relevant word pairs for further analysis. The identified pairs were divided into three categories: a) nouns with the same etymological origin and meaning, b) nouns with the same etymological origin but different meaning, and c) nouns with inconclusive competition of genitive endings. A systemised list of pairs, along with the proportional and absolute frequency given, is a source of information on the use of appropriate endings, with respect to frequency. The information is crucial for students of Czech as a foreign language in order to choose an appropriate variant with the ending that is closest to the current usage. Based on the analysed material, we proposed three model corpus exercises: two direct exercises for determining a more frequent variant, and one indirect exercise — taking into account semantic differences in the usage of particular endings.
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