This document summarizes a study that used multidimensional analysis to examine learner involvement in personal narratives. It introduced the concept of involvement and described the research methodology, which involved analyzing linguistic features of personal narratives from Chinese, French, German and Spanish learners in the LINDSEI corpus. The results showed differences between learner groups in dimensions of involved versus informational production. Discussion focused on how multidimensional analysis can provide insights into communicative functions and how task elicitation impacts learner language analysis.

1. Involvement in personal narratives. A multidimensional analysis of Chinese, French, German and Spanish learners’ spoken language.

2. Pascual Pérez-Paredes (U.Murcia) María Sánchez Tornel (U. Murcia) Huaqing Hong (Nanyang Technological University)

5. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Different registers >>> different dimensions of use The subsequent factor analysis returned factors or dimensions that were fully discussed and interpreted according functional criteria. Conrad and Biber (2001:24) describe this interpretative task as one where “linguistic co-occurrence patterns reflect underlying communicative functions”. Biber (1988) isolated 67 linguistic features for analysis

6. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language 1. Involved versus information production 2. Narrative versus non-narrative concerns 3. Explicit versus situation-dependent reference 4. Overt expression of persuasion 5. Abstract versus non-abstract information

7. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language 1. Involved versus information production 2. Narrative versus non-narrative concerns 3. Explicit versus situation-dependent reference 4. Overt expression of persuasion 5. Abstract versus non-abstract information

8. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language 1. Involved versus information production 2. Narrative versus non-narrative concerns 3. Explicit versus situation-dependent reference 4. Overt expression of persuasion 5. Abstract versus non-abstract information

9. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language 1. Involved versus information production 2. Narrative versus non-narrative concerns 3. Explicit versus situation-dependent reference 4. Overt expression of persuasion 5. Abstract versus non-abstract information

10. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language 1. Involved versus information production 2. Narrative versus non-narrative concerns 3. Explicit versus situation-dependent reference 4. Overt expression of persuasion 5. Abstract versus non-abstract information

11. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language By focusing on dimension continua researchers “consider the likely reasons for the complementary distributions between positive and negative feature sets […] and co-occurrence patterns (Conrad and Biber 2001: 24).

12. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Involved versus information production Narrative versus non-narrative concerns Explicit versus situation-dependent reference Overt expression of persuasion Abstract versus non-abstract information

13. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Positive loadings Negative loadings Features and loadings in Biber 88 Biber 88 mean (normalized) Private verbs .96 18,0 That deletion .91 3,1 Contractions .90 13,5 Present tense verbs .86 77,7 2 nd person pronouns .86 9,9 Features and loadings in Biber 88 Biber 88 mean (normalized) Nouns -.88 180,5 Word length -.58 4,5 Prepositions -.54 110,5 Attributive adjectives -.47 60,7

14. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Involved versus information production

15. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Involved versus information production dimension Dimension 1 marks affective or interactional content, as opposed to information density and exact informational content.

16. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Our research looks at how the LINDSEI CH FR GE & SP components (personal narratives, part 1) behave along this dimension of use in order to shed light on the learner language peculiarities. Aguado, P., Pérez-Paredes, P., & Sánchez, P. 2011. Exploring the Use of Multidimensional Analysis of Learner Language to promote Register Awareness. System , 39 (4). Forthcoming . Pérez-Paredes, P. 2008. A multidimensional analysis of spoken learner language: the LINDSEI register . Spoken Learner Corpus Colloquium. UCL. January 2008.

17. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Programa «Salvador de Madariaga» para investigadores seniors. Programa Nacional de Movilidad de Recursos Humanos de Investigación, en el marco del Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica 2008-2011. MINISTERIO DE CIENCIA E INNOVACIÓN. PR 2009-0439

18. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language 2. Research methodology Personal narrative CH FR GE SP components of LINDSEI POS tagged at Northern Arizona University Every linguistics feature in the corpus was counted Standardised score of the texts for each factor/ dimension Characterise register variation and contrast texts against dimensions Dimension scores were computed for each text/interview

19. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

20. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language (er) I wou I would like to talk my: I would like to talk my favourite film . (er) my favourite film is a film: (er) named life is so beautiful .. (mm) it's a it's a . Italian film . (er) it won the o it won the Oscar the best foreign . film . last year I think most of I think most the people have seen the film it's very moving (mm) it tells a story about a man who was a Jew . who was a Jew and . he . got married w (er) got married with (er) with a Italian girl . and that and and there were . there were . a lot of . there were lot of ridiculous ridiculous and funny story be between them (er) after after marriage they produced a very lovely boy . little boy . (mm) when the boy was when the boy: was four or five years old . (er) life seems (mm) b beautiful life seems just . began . began . but at this moment the Second World War broke up .. and . you know that . Italian . in . Italy . (mm) the Nazi the Nazi yeah . (mm) .. they: . they put all the Jews into a camp .. of course this man this man can not ca (er) couldn't escape .. they: (er) the man and his uncle and his little boy were sent to a camp .. (er) at a at a time at the moment of the parting . his wife arrived at the s railway station . he beg the: he beg the . officers to: let her go with her p her family . and she succeed . CH

21. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language okay I've seen a wonderful film it was the Shadow Men . (er) it was fifteen years ago or something like that it was (erm) in an old (erm) . British College it was a teacher a bachelor and he was working . there for a long time and (em) he has . he had built around him a universe (em) which was (em) . untouchable because (er) everybody (er) well nobody could (em) . could be stronger than him in his field and so on and so on so he was always the best one . he wrote some pieces of I cannot remember well he wrote (er) I don't know what . and (er) he made also lectures and so on and so on 1: yeah 2: and (er) a woman was attending all his lectures and (er) reading all he: wrote 1: what like his articles and books or things like that 2: yeah I cannot remember . and (er) they once met and (er) they fell in love but it was a bachelor so he was really: (er) . afraid of the woman I don't know . and (er) . she: made him realise that (em) .. he had built that universe and (er) ... well 1: what sort of to protect himself or yeah 2: yes to protect himself so he: . yes .. and (em) .. so they fell in love but first they: didn't want to marry they had a kind of agreement (er) they are married but I don't know I think it was because of the child . and (er) . but they: they don't (er) .. well really: l . live as (er) husband and wife and then they will really fall in love and they . they will s he will understand what really (eh) what love really is . and (em) . in the end she will die of (eh) cancer I think . and (er ) FR

22. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language I would like to talk to you about my: . high school year in the United States which I . (erm) participated in . in ninety ninety-eight and ninety ninety-two and: the whole year was a great . experience for me and it just taught me so many things because . first of all it was this thing of being away from home and staying well not . on by myself but with a host family which is not like . quite like the ho (eh) the: original family like my mum and dad .. DE

23. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language well I would like to talk about my years . at . at primary school is well while I've been there . for . (mm) . twelve years . from . pre scholar . to . C O U I well it was a school . which was (eh) . directed by by priests . a a private school . (mm) I think that's the . the best experience which I've had in my life because . when you go out of there . well perhaps when when you're inside . you always think ah these priests always saying no don't don't do that don't do this . but when you go out . you see what what they have . done for you . and all the all the . all the habits with . which they have created . in you such as for example . attending classes yes I have friends which . who who have who have gone . to a . to a public school which is . as as good as . as a private school but . well they usually skip classes on . I don't know . they're now in first or . or second . well I'm . in my last year . of my degree . and . I have to give thanks to . to all these priests in my primary school .. what more could I say about this . I don't know all all experiences were were great there .. SP

24. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Em…the country. which I visited that impressed me is..Greece: went to Crete, two years ago..stayed in Malta…it was. it was really nice it’s got two different parts to Malia it’s got the..it’s got the new part, which wasn’t so nice..and then the old part, which was like, a nice village…like eh. bars, made out of eh..caves and stuff like that. The new part, was just for the English yobs really but… I I don’t think I’d go back there, just because of that, but, but it was nice..nice beaches..i found a beach where there was nobody really on it..and we sat there..probably for an hour before we saw anybody walk past us which was nice. we had the whole beach to ourselves, golden sun and clear water..at night time we’d just go to the old village, we met a bloke there called Mario, it was…eh he treated us like we er. like at home so you know. that was nice em. we paid a car, and we travelled round a bit. went to..went to walk through a gorge, which was called eh. can’t remember what it was called now, it was X gorge it was called, it was a ten K walk, I was knackered by the end of it but. it was a good walk, I enjoyed it. it was tiring for my feet em…don’t really know what more I can say: about the place..except the people were friendly, the place was nice..there were just too many English bars there for my liking, that’s about it really NS

25. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Methodological assumptions/constraints -Learner language analysed: upper intermediate to advanced -Our study is crosssectional -Standard ratios of POS tagging accuracy

26. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language 3. Results

27. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

28. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

29. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

30. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

31. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

32. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

33. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Pérez-Paredes, P. (2010). The death of the adverb revisited: attested uses of adverbs in native and non-native comparable corpora of spoken English. Exploring new paths in language pedagogy Lexis and corpusbased language teachingEquinox English linguistics and ELT (pp. 157-172). Equinox. 78 informants

34. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Features with negative loadings, esp, Nouns, Attributive adjectives and prepositions

35. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Typically, texts up on the D1 are produced under conditions of high personal involvement and real time constraint Low explicitness in the expression of meaning

36. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

37. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language

38. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language 4. Discussion A multidimensional analysis perspective may increase our uderstanding of underlying communication uses in genres, traditional and new >>>>Learner corpora are certainly becoming more widespread >>>inter/intra copora insights More importance should be given to the role of task/elicitation in corpora: corpus/ data bias Pérez-Paredes (forthcoming) Dimension 1: Involved versus information production Duncan Grouping Mean Speaking task A 30.830 Interaction B B 27.293 Personal Narrative B 24.643 Picture Description Alpha 0.05 Error Degrees of Freedom 226 Error Mean Square 112.6946 Harmonic Mean of Cell Sizes 76.20474 Number of Means 2 3 Critical Range 3.389 3.567

39. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language It can also spice up an exclusive under/over use approach to language production of individual features which is too dependent on corpus design features. The analysis of top positive features in D1 was not very conclusive. Those negative, however, tended to be more revelaing of the reasons why espc. GE and SP scored so high.

40. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language The uses that these adverbial hedges were put to by both groups of speakers were not statistically significant when the different uses of adverbial hedging are considered individually. The differences between learners and native speakers’ groups were only significant when the five categories of adverbial hedging were taken as a unique set of data ( p 0.003 ). This means that both groups of speakers did not behave differently when using the four adverbials analysed across the different uses we looked at , that is, imprecision word choice, approximators and quantifiers, uncertainty and degree diminishing. Pérez-Paredes, P., Sánchez Hernández, P., & Aguado Jiménez, P. (2011). The use of adverbial hedges in EAP students’ oral performance: A cross-language analysis. Researching Specialized Languages (pp. 95-114). John Benjamins. The language used by CH FR GE SP falls within expected categories along D1, but this cannot be predicted by studying features in isolation.

41. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language In terms of CA, these results confirm that the informants in the LINDSEI components analyzed use language in ways which resemble those of native speakers( under exact conditions), although further research should confirm whether these differences are significant or not . The combination of multi-feature analysis and the interpretation of the different roles of genres in communication may increase our understanding of learner language and at the same time offer opportunities to analyse how different linguistic features affect/constraint/enhance communication as shown in SLA studies or error analysis.

42. Involvement in personal narratives MA of learner language Involvement in personal narratives MA of learner language Thank you http://perezparedes.blogspot.com