2015 Joint International Methodology Research Colloquium KATE Corpus SIG & LET Kansai Methodology SIG @ National Institute for International Education May 16, 2015

Pragmatics in the EFL classroom: An introductionJerry Talandis
Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.
Pragmatics in the EFL classroom: An introductionJerry Talandis
Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.
JALT 2014 Noticing and learning lexical bundlesHaidee Thomson
Language is inherently formulaic and lexical bundles make up a generous proportion of it. Lexical bundles are usually acquired through extensive exposure to fluent discourse. However, in an environment where exposure is limited, intervention may be helpful. This presentation was given at JALT2014: Conversations across borders conference
Slideshare haidee thomson noticing and acquiring lexical bundles with schemat...Haidee Thomson
Noticing and acquiring lexical bundles with schematic linguistic representation - presentation given at Vocab@Vic conference 19 Dec, 2013. A study that investigates the efficacy of noticing lexical bundles with linguistic schematic representation in reading texts as a classroom teaching method for learning lexical bundles.
Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreem...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
Using self-assessment to maintain motivation in a dynamic classroom environment Richard Pinner
In this presentation I outline how and why I have established a self-assessment system in which students give themselves a score for class participation, worth 30% of their overall grade for the semester. I explain how my experience of teaching an EFL speaking skills course for the English literature department of a Japanese university has led me to initiate and further develop this method of assessment. By expanding learners’ locus of control I hoped to help them maintain motivation, and in this presentation I attempt to specifically show how abstract concepts like autonomy and motivation have a tangible place in the everyday dynamics of the language classroom. This paper presents the narrative of an ongoing Exploratory Practice inquiry which I have been engaged with for over three years. Data come from pedagogically generated sources and teaching journals, with the aim of the research being to improve the quality of classroom life. I approach motivation from a complex dynamics systems perspective, looking at the interactions and processes that define it. I attempt to bridge the complex dynamics of motivation with actual teaching practices and classroom based practitioner research.
A Reflexive Narrative of one Teacher’s Professional Digital LiteracyRichard Pinner
I have always combined my interest in technology with my work as a teacher, thereby developing my own digital literacy to the extent that it has been a very influential factor in my professional development and teaching beliefs. Whilst working in London in 2007, I began teaching IT skills classes to pre-masters students and at the same time I became the eLearning coordinator for a large chain of language schools with over 40 international locations. I was responsible for maintaining an online self-access centre and virtual learning environment with over 10,000 registered users. I created my own consultancy which offered technology training specifically for language teachers. Since moving to Japan in 2011, I have continued to utilise educational technologies in my work. My story may not be particularly unusual, and therefore in presenting a reflexive narrative of my experience I hope to open up a discussion with other practitioners who have similarly developed their digital literacy in order to improve their teaching and career prospects. I will also discuss my views on EFL teacher digital literacy in general, as well as my experience of student digital literacy. This presentation takes the form of a narrative inquiry (Barkhuizen, 2013), based on data collected through the process of reflexive practice (Edge, 2011). I encourage others to utilise narratives as a way of improving their practice.
Teaching in today's society has become a complicated and often discouraging business. Through reflection and discussion, participants will reconnect to the most meaningful aspects of their teaching life and find ways to bring the joy back into their daily work. This workshop is based on the presenter's own experiences and the book "The Courage to Teach" by Parker Palmer.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Directed Self Placement for Multilingual WritersMelanie Gonzalez
This presentation at the 2017 TESOL Annual Convention and Exhibit in Seattle examines questionnaire and interview data regarding multilingual writers’ experiences using Directed Self-Placement (DSP) in a first-year composition program at a four-year university. We validate DSP as an empowering tool allowing multilingual college writers to build autonomy by deciding the writing course that meets their needs.
JALT 2014 Noticing and learning lexical bundlesHaidee Thomson
Language is inherently formulaic and lexical bundles make up a generous proportion of it. Lexical bundles are usually acquired through extensive exposure to fluent discourse. However, in an environment where exposure is limited, intervention may be helpful. This presentation was given at JALT2014: Conversations across borders conference
Slideshare haidee thomson noticing and acquiring lexical bundles with schemat...Haidee Thomson
Noticing and acquiring lexical bundles with schematic linguistic representation - presentation given at Vocab@Vic conference 19 Dec, 2013. A study that investigates the efficacy of noticing lexical bundles with linguistic schematic representation in reading texts as a classroom teaching method for learning lexical bundles.
Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreem...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
Using self-assessment to maintain motivation in a dynamic classroom environment Richard Pinner
In this presentation I outline how and why I have established a self-assessment system in which students give themselves a score for class participation, worth 30% of their overall grade for the semester. I explain how my experience of teaching an EFL speaking skills course for the English literature department of a Japanese university has led me to initiate and further develop this method of assessment. By expanding learners’ locus of control I hoped to help them maintain motivation, and in this presentation I attempt to specifically show how abstract concepts like autonomy and motivation have a tangible place in the everyday dynamics of the language classroom. This paper presents the narrative of an ongoing Exploratory Practice inquiry which I have been engaged with for over three years. Data come from pedagogically generated sources and teaching journals, with the aim of the research being to improve the quality of classroom life. I approach motivation from a complex dynamics systems perspective, looking at the interactions and processes that define it. I attempt to bridge the complex dynamics of motivation with actual teaching practices and classroom based practitioner research.
A Reflexive Narrative of one Teacher’s Professional Digital LiteracyRichard Pinner
I have always combined my interest in technology with my work as a teacher, thereby developing my own digital literacy to the extent that it has been a very influential factor in my professional development and teaching beliefs. Whilst working in London in 2007, I began teaching IT skills classes to pre-masters students and at the same time I became the eLearning coordinator for a large chain of language schools with over 40 international locations. I was responsible for maintaining an online self-access centre and virtual learning environment with over 10,000 registered users. I created my own consultancy which offered technology training specifically for language teachers. Since moving to Japan in 2011, I have continued to utilise educational technologies in my work. My story may not be particularly unusual, and therefore in presenting a reflexive narrative of my experience I hope to open up a discussion with other practitioners who have similarly developed their digital literacy in order to improve their teaching and career prospects. I will also discuss my views on EFL teacher digital literacy in general, as well as my experience of student digital literacy. This presentation takes the form of a narrative inquiry (Barkhuizen, 2013), based on data collected through the process of reflexive practice (Edge, 2011). I encourage others to utilise narratives as a way of improving their practice.
Teaching in today's society has become a complicated and often discouraging business. Through reflection and discussion, participants will reconnect to the most meaningful aspects of their teaching life and find ways to bring the joy back into their daily work. This workshop is based on the presenter's own experiences and the book "The Courage to Teach" by Parker Palmer.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Directed Self Placement for Multilingual WritersMelanie Gonzalez
This presentation at the 2017 TESOL Annual Convention and Exhibit in Seattle examines questionnaire and interview data regarding multilingual writers’ experiences using Directed Self-Placement (DSP) in a first-year composition program at a four-year university. We validate DSP as an empowering tool allowing multilingual college writers to build autonomy by deciding the writing course that meets their needs.
Task-based syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
Define what language is;
Examine the early linguistic approaches to SLA: Contrastive Analysis , Error Analysis Interlanguage , Morpheme Order Studies, and Monitor Model;
Bring the internal focus with up-to-date discussion of Universal Grammar (UG): what constitutes the language faculty of the mind;
Discuss external focus: the functions of language that emerge in the course of second language acquisition Systemic Linguistics, Functional Typology , Function-to- Form Mapping , and Information Organization.
Applied the learned knowledge in the language classroom.
CH 3_The Linguistics of Second Language Acquisition.pptxVATHVARY
Define what language is;
Examine the early linguistic approaches to SLA: Contrastive Analysis , Error Analysis Interlanguage , Morpheme Order Studies, and Monitor Model;
Bring the internal focus with up-to-date discussion of Universal Grammar (UG): what constitutes the language faculty of the mind;
Discuss external focus: the functions of language that emerge in the course of second language acquisition Systemic Linguistics, Functional Typology , Function-to- Form Mapping , and Information Organization.
Applied the learned knowledge in the language classroom.
How has our understanding of BICS/CALP and time needed for academic achievement by second-language learners changed over the last 3 decades as we have learned more from new waves of immigration and new research findings? In this session, this foundational information will be updated and re-examined based on current research and teaching practices.
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu)
【輪読】Ellis and shintani (2014). chapter 1(リーディング研究会2015年4月例会_担当者:金澤)
Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge.
Directions
Length: ~3-4 typed, double-spaced pages (approx. 750-1000 words)
Content: The reviews will follow a summary/response organization. The following questions should help guide your review:
Summary:
· General comments: The goal of this part of your review is to demonstrate your comprehension of the study. As such, assume your target audience is non-experts in SLA research. Avoid highly technical details and jargon, opting instead for more accessible language and descriptions, i.e., “your own words.” There should be no need for any quotes in this summary.
· Content: Your summary should address the following questions:
· What were the goals of the study? What were the researchers hoping to find out as a result of the study? What were the gaps/limitations in our understanding that they were hoping to address? (Note: You do not need to summarize their entire literature review, but should provide some basic background to contextualize the study.)
· How did they attempt to address the research questions? Summarize the methodology employed. Who were the participants? What data-collection methods/instruments were used? What was analyzed, compared…?
· What were the key findings? (Note: No need to discuss detailed statistical findings. Simply summarize the important findings). How did the researcher(s) interpret these findings in relation to their research questions and previous research discussed in their literature review?
Response:
· General Comments: The goal of this part of your review is to demonstrate your intellectual interaction with the research you have read.
· Content: Your response should address the following questions:
· What new terms or concepts have you learned from this article? (Don’t just list terms/concepts, but briefly explain them.)
· How do the findings relate to your own experience with and/or ideas about language acquisition? Any surprises? Confirmations? Anything about which you remain skeptical? (If relevant, how do findings relate to other course readings or discussions?)
· What questions has this study—the methodology, the findings, etc.—raised for you? What do you suspect might be the answer to your questions?
Applied Linguistics 2014: 35/4: 418–440 � Oxford University Press 2014
doi:10.1093/applin/amu012 Advance Access published on 4 June 2014
Exceptional Outcomes in L2 Phonology:
The Critical Factors of Learner Engagement
and Self-Regulation
1
ALENE MOYER
1
School of Languages, Literatures and Cultures, College of Arts and Humanities,
University of Maryland
E-mail: [email protected]
A number of studies attest to the late language learner’s ability to attain native-
like outcomes in morphology and syntax, with accent often the only linguistic
hint of their non-native status. Nevertheless, some do end up sounding native-
like despite a late start. This article explores possible explanations for ’excep-
tional’ outcomes in L2 phonology, specifically, whether such learners’ abilities
are d.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Types of L2 morphosyntactic knowledge that can and cannot be observed in learner corpora
1. Types of L2 morphosyntactic knowledge
that can and cannot be observed
in learner corpora
Ken Urano, Hokkai-Gakuen University, Sapporo
email: urano@hgu.jp
2015 Joint International Methodology Research Colloquium
KATE Corpus SIG & LET Kansai Methodology SIG
@ National Institute for International Education
May 16, 2015
http://www.urano-ken.com/
3. • Interests: Second language acquisition (SLA)
• SLA is the scholarly field of inquiry that
investigates the human capacity to learn
languages other than the first, during late
childhood, adolescence or adulthood, and
once their first language or languages have
been acquired.
(Ortega, 2009, pp. 1–2)
About me
4. • Goal and scope of SLA research
• (SLA) seeks to understand universal,
individual and social forces that influence
what gets acquired, how fast, and how well,
by different people under different learning
circumstances.
(Ortega, 2009, p. 10)
Goal & scope
what gets acquired
8. Acquired
• Two types of L2 knowledge
• explicit vs. implicit (e.g., Ellis et al., 2009)
• declarative vs. procedural (e.g., Dekeyser, 2007)
• learned vs. acquired (e.g., Krashen, 1981)
Two types of L2 knowledge
9. Two types of L2 knowledge
• Explicit knowledge is“the conscious awareness
of what a language or language in general
consists of and/or of the roles that it plays in
human life”(Ellis, 2004, p. 229).
• Implicit knowledge is intuitive and procedural,
variable but systematic, usually accessed by
means of automatic processing and during fluent
performance, and not verbalizable. (Gutiérrez,
2013, p. 424)
10. Two types of L2 knowledge
• Theories of L2 acquisition… seek to explain how
learners develop implicit knowledge, not explicit
knowledge…. L2 acquisition, then, is equated
with the development of implicit knowledge.
(Ellis, 2006, pp. 434–435)
12. • Learner corpora can be defined as systematic
computerized collection of texts produced by
learners (Nesselhauf, 2005, p. 40).
Learner corpora
13. • The International Corpus of Learner English (ICLE) [W]
• The Japanese EFL Learner (JEFLL) Corpus [W]
• The International Corpus Network of Asian Learners of
English (ICNALE) [W/S]
• The Louvain International Database of Spoken English
Interlanguage (LINDSEI) [S]
• The NICT Japanese Learner English (JLE) Corpus [S]
Notes. W: Written, S: Spoken
This is not to be meant as an exhaustive list.
Available corpora
14. • The ICNALE Written
• Two topics: Part-time jobs & smoking
• 20–40 minutes per essay
• No reference allowed
• 200–300 words each
• Spelling check required (MS Word)
http://language.sakura.ne.jp/icnale/instruction.html
Data collection
15. • For the purposes of fundamental SLA
research, oral data is an important window
into learners’underlying mental grammars,
and may be relatively freer of metalinguistic
interference than written data, which is
complicated by additional layers of learnt
knowledge and monitoring processes. (Myles,
2005, p. 375)
Written & spoken corpora
16. • Most of the corpus-based SLA studies have
used written corpora.
• L2 written corpora… are much more readily
available than oral ones. (Myles, 2005, p.
375)
Written & spoken corpora
17. • Most of the studies using corpora… remain
rather descriptive, documenting differences
between learner and native language rather
than attempting to explain them, and the
developmental dimension is almost totally
lacking. Corpus-based L2 studies are also
often not sufficiently informed by SLA
theory…. (Myles, 2005, p. 380)
Written & spoken corpora
19. Learner corpora and SLA research
• In SLA research, learner corpora [LC] can be
useful in some areas, but not in some other
areas.
• Questions LC are good at handling
• Questions LC cannot really answerQuestions LC cannot really answer
Questions LC are good at handling
20. Questions LC are good at handling
Questions LC cannot really answer
• Questions on lexis and collocation
• Questions involving morpheme order
• Cross-linguistic comparison
21. Murakami (2013)
Questions LC cannot really answer
• Tested the notion of the“natural order”in
(e.g., Dulay & Burt, 1973)
• Used the Cambridge Learner Corpus (CLC)
• Computed the accuracy of six morphemes by
learners from six L1 backgrounds
• Found a clear L1 influence in some
morphemes
L1 influence
22. Questions LC cannot really answer
L1 influence
• Findings (relevant to Korean & Japanese)
• Articles are ranked low in article-less L1
groups (including Korean & Japanese)
• Lower accuracy in plural –s
• Higher accuracy in possessive ’s
23. Learner corpora and SLA research
• In SLA research, learner corpora [LC] can be
useful in some areas, but not in some other
areas.
• Questions LC are good at handling
• Questions LC cannot really answer
Questions LC are good at handling
Questions LC cannot really answer
24. Questions LC cannot really answer
• Questions as to what is meant by
“X has (or has not) been acquired”
• Questions derived from more detailed
analyses of linguistic phenomena
25. Questions LC cannot really answer
• Target-like use (TLU) score:
number of correct suppliance
number of obligatory contexts
+ number of overgeneralization errors
L1 Korean L1 Japanese
articles 0.77 0.76
plural –s 0.89 0.88
possessive ’s 0.87 0.80
From Murakami (2013)
26. Questions LC cannot really answer
• High accuracy (i.e., TLU) even in
morphemes ranked“low”
• What does the accuracy actually show
• Accuracy order vs. acquisition order
27. • Target-like use (TLU) score:
L1 Korean L1 Japanese
articles 0.77 0.76
plural –s 0.89 0.88
possessive ’s 0.87 0.80
third person –s 0.88 0.84
From Murakami (2013)
Questions LC cannot really answer
28. Third-person singular (3sg) –s
Questions LC cannot really answer
• In morpheme order studies, accuracy scores
are interpreted relative to other morphemes
and/or other L1 groups.
• What does the 84–88% accuracy actually
mean?
• Have the Korean & Japanese learners in the
CLC acquired 3sg –s?
29. Relevant SLA question
Questions LC cannot really answer
• Representational deficit hypothesis (RDH) vs.
Missing surface inflection hypothesis (MSIH)
• RDH: Mental representation responsible for
inflection is somehow impaired or missing
• MSIH: Representation is intact and
inflectional errors are caused at a surface
level
30. Relevant SLA question
Questions LC cannot really answer
• Representation of subject-verb agreement
can be further divided into:
• Person (1st, 2nd, & 3rd)
• Number (singular & plural)
33. • More detailed analysis of LC
• Discussion on the relation between TLU
(accuracy) and knowledge
• Use/creation of LC with reduced
interference of explicit knowledge (e.g.,
spoken corpora; severer time pressure in
production)
What can we do then?
34. With corpus linguists and SLA researchers
working together, learner corpora can answer
more interesting questions.
Ken Urano
urano@hgu.jp
Types of L2 morphosyntactic knowledge
that can and cannot be observed
in learner corpora
35. References (1)
• DeKeyser, R. M. (Ed.). (2007). Practice in a second language: Perspective from applied linguistics and
cognitive psychology. New York: Cambridge University Press.
• Ellis, R. (2004). The definition and measurement of explicit knowledge. Language Learning, 54, 227–275.
• Ellis, R. (2006). Modelling learning difficulty and second language proficiency: The differential
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