This document discusses modeling second language learners' interlanguage and its variability using a dynamic assessment approach. It provides an overview of relevant literature on interlanguage and its variability, approaches to representing learners' knowledge, and operationalizing the distinction between errors and mistakes. The document then describes the tools and data collection methods used in the study, including tools for learners, researchers, and data analysis. Preliminary results suggest the study was able to represent learners' zones of proximal development to some degree in order to distinguish errors from mistakes. Interlanguage competence appeared variable across learners, time periods, and text types based on initial analyses. The modeling of learners' zones of proximal development provided insight into their interlanguage development.
Phases of interlanguage development from the perspectives of utterance organization, function-to-form mapping, processability, developmental L2 errors, and L1 transference.
Phases of interlanguage development from the perspectives of utterance organization, function-to-form mapping, processability, developmental L2 errors, and L1 transference.
Interlanguage theory is one of many theories which try to explain how second language in this context English is learnt and acquired by different learners. Interlanguage is the interim language a learner develops in the process of learning a second language and approximating toward target language.
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
Types of errors
Among the most frequent sources of errors Brown counts
(1) interlingual transfer,
(2) intralingual transfer,
(3) context of learning,
and (4) various communication strategies the learners use
The Effects of L2 Learner‘s Developmental Readiness and Field Independence on...guest642264
Over the last decade or so, recasts have been the object of intensive inquiry. Notwithstanding this, little is currently known about the role that the learner’s developmental readiness and field independence play in determining the efficacy of recasts as an acquisitional mechanism. Drawing extensively on Pienemann's Processability theory and on recent findings vis-à-vis miscellaneous functions of recast, the present research has investigated a) whether learners’ developmental readiness to learn English morphosyntactic features affects the extent to which they can incorporate the features, addressed in the recast, into their interlanguages or not; and b) whether or not L2 learners’ field independence impacts the extent to which they can incorporate the features, addressed in the recast, into their interlanguages. In this study GEF test was administered to EFL intermediate- and beginning-level learners (n=40) in order to distinguish FIs from FDs. Participants were, then, assigned to four groups (i.e. field dependent beginning-level learners, field independent beginning-level learners, field dependent intermediate-level learners, and filed independent intermediate-level learners). Results revealed that learners’ developmental readiness and field independence significantly affected the degree to which language learners made use of recast (p < .05). Field dependent beginning-level learners were virtually unable to use the morphosyntactic features, addressed in the recasts, in subsequent use of the same grammatical structure (namely –ed). On the contrary, field independent intermediate-level learners, who were assumed to be developmentally ready, were able to use the morphosyntactic feature, presented to them through recasts, in subsequent use of the target grammatical structure.
Interlanguage theory is one of many theories which try to explain how second language in this context English is learnt and acquired by different learners. Interlanguage is the interim language a learner develops in the process of learning a second language and approximating toward target language.
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
Types of errors
Among the most frequent sources of errors Brown counts
(1) interlingual transfer,
(2) intralingual transfer,
(3) context of learning,
and (4) various communication strategies the learners use
The Effects of L2 Learner‘s Developmental Readiness and Field Independence on...guest642264
Over the last decade or so, recasts have been the object of intensive inquiry. Notwithstanding this, little is currently known about the role that the learner’s developmental readiness and field independence play in determining the efficacy of recasts as an acquisitional mechanism. Drawing extensively on Pienemann's Processability theory and on recent findings vis-à-vis miscellaneous functions of recast, the present research has investigated a) whether learners’ developmental readiness to learn English morphosyntactic features affects the extent to which they can incorporate the features, addressed in the recast, into their interlanguages or not; and b) whether or not L2 learners’ field independence impacts the extent to which they can incorporate the features, addressed in the recast, into their interlanguages. In this study GEF test was administered to EFL intermediate- and beginning-level learners (n=40) in order to distinguish FIs from FDs. Participants were, then, assigned to four groups (i.e. field dependent beginning-level learners, field independent beginning-level learners, field dependent intermediate-level learners, and filed independent intermediate-level learners). Results revealed that learners’ developmental readiness and field independence significantly affected the degree to which language learners made use of recast (p < .05). Field dependent beginning-level learners were virtually unable to use the morphosyntactic features, addressed in the recasts, in subsequent use of the same grammatical structure (namely –ed). On the contrary, field independent intermediate-level learners, who were assumed to be developmentally ready, were able to use the morphosyntactic feature, presented to them through recasts, in subsequent use of the target grammatical structure.
Inter-language- some basic concepts. "Interlanguage. What is ‘Interlanguage’ ? In term ‘interlanguage’ was coined by the American linguist, Larry Slinker, in recognition of the fact that L2.
AWS Partner Presentation - KANO/APPS - Large Scale HTML5 Games on Desktop, M...Amazon Web Services
Join us as we explore the current and potential future landscape of HTML5 games with our guest speakers from KANO/APPS, makers of Mob Wars: La Cosa Nostra, Zombie Slayer and more. We'll discuss how they transformed the iconic Flash game Free Rider into a thriving online HTML5 destination. We'll also demonstrate how Amazon enables publishing these kinds of HTML5 games to the Kindle Fire.
Product Management View (PMV) webinar on Kano Analysis for Product Managers. See how Kano can be used for product management and market-insight, not just feature-definition.
You can view or listen to a recording of the webinar at http://grandview.rymatech.com/pmv/webinars/2009/09/kano-analysis.php
This presentation highlights one of the major theories and hypotheses that dealt with error study. The aim of this presentation is to gain an general understanding or error analysis, its scope, process and significance.
This webinar will provide an overview of the Role-Space model developed by Peter Llewellyn-Jones and Robert G. Lee. The core premise is that a role is not something we have, rather is it something we do. The model proposes three interrelated dimensions of interpreter decision making and behavior: interaction management, participant alignment and the presentation of self. The interaction between and amongst these axes forms the role-space that an interpreter occupies in an interaction. Before learning to interpret, students must be aware of their own communicative behaviors in the languages and cultures with which they work before applying them cross-linguistically and cross-culturally. Examples from the trainer’s own interpreting and teaching practice will be provided to illustrate applications of the model.
Utilizing Open Architecture to Design a Transformative Learning ExperienceMishkat Al Moumin, Ph.D.
The presentation is designed to answer the question that most teachers and educators face daily, which is how to design a transformative learning experience for their students. This presentation examines the tools and venues available for the educator to create and design a transformative learning experience including a transformative content and tool to deliver the content. The presentation analyzes the importance of having an open architecture syllabus style to allow for a maximum transformational learning experience
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.
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
Pride Month Slides 2024 David Douglas School District
MODELING SECOND LANGUAGE LEARNERS’ INTERLANGUAGE AND ITS VARIABILITY
1. MODELING SECOND LANGUAGE
LEARNERS’ INTERLANGUAGE
AND ITS VARIABILITY
A dynamic assessment approach
to distinguishing between errors and mistakes
Department of Theoretical Computational Linguistics, Tübingen, Germany - 14th October 2011 Sylvie Thouësny
2. PRESENTATION OVERVIEW
• what does the literature report about interlanguage and its variability?
• how to represent the learner’s knowledge
• operationalising the error/mistake distinction: tools’ architecture
• overview of the data collected and analysis
• results and discussion
3. INTERLANGUAGE:
COMPETENCE OR PERFORMANCE
• some definitions
• “a separate linguistic system” (Selinker, 1974, p.35)
• “a grammar, which underlies the use of language” (White, 2003, p.1)
• “the language produced by a nonnative speaker of a language
(i.e., a learner’s output)” (Gass and Selinker, 2001, p.455)
• linguistic competence is “what researchers are talking about when
[referring] to ‘interlanguage’” (Ellis, 2008, p.17)
4. INTERLANGUAGE:
VARIABLE OR STABLE
• approaches in interlanguage variability (Ellis, 1994, 2008)
• the generative perspective sees competence as a stable feature
and ignores variability
(=> performance vs. competence: yes)
• psycholinguistic researchers are concerned with the identification
of internal mechanisms that are responsible for variable performance
(=> performance vs. competence: yes and no)
• sociolinguistic approaches are concerned with the study of language
use and variability influenced by societal and cultural factors
(=> performance vs. competence: no)
5. INTERLANGUAGE:
VARIABLE OR STABLE
• other approaches?
• dynamic theory does not consider variations as “noise”,
but rather “as an inherent property of changing system”
(De Bot, Lowie and Verspoor, 2007, p.14)
(=> performance vs. competence: no)
• sociocultural theory does not see interlanguage development
as a smooth linear, but rather cyclic process (Lantolf and Aljaafreh, 1995)
(=> performance vs. competence: no)
6. RESEARCH QUESTIONS
• Question 1. Can the learners’ zone of proximal development,
i.e., their actual and potential development, and the distance
in-between, be represented and observed so that errors and
mistakes can be distinguished?
• Question 2. Is interlanguage competence variable across
students, time, and text types?
• Question 3. Does the modeling of the learners’ zone of
proximal development provide further insight into their
interlanguage development?
7. REPRESENTING
LEARNERS’ KNOWLEDGE
• “usually taken for granted that linguistic errors are caused solely by a lack
of linguistic competence” (Amaral and Meurers, 2008, p.328)
• the quality of a learner model is determined by considering how
“performance-related errors, that is, mistakes or lapses, as opposed to
genuine competence-dependent errors” are handled (Heift and Schultze,
2007, p.176)
8. MISTAKES
OR ERRORS
“we must make a distinction between
those errors which are the product of
chance circumstances and those which
reveal the learner’s underlying knowledge
of the language to date”, i.e., mistakes and
errors, respectively (Corder, 1981, p. 10).
9. ERRORS VERSUS MISTAKES
rka ble
“un wo “The distinction between an ‘error’
cti ce” and a ‘mistake’ is nothing like as
in pra (Ellis, 19
85, p. 68
)
clear-cut as Corder made out.
The gravity of an error is to a very
considerable extent a matter of
personal opinion” (Ellis, 2009, p.6).
10. ERRORS VERSUS MISTAKES
• existing methods
• ratio of incorrect to correct forms
• systematic versus unsystematic (Corder, 1981)
• learner’s structural intentions (Taylor, 1986)
• learner’s self-editing (James, 1998)
11. ERRORS VERSUS MISTAKES
• learner’s self-editing
• distance between what a learner can do with and without assistance
=> Jame’s (1998) distinction between errors and mistakes
• distance between what a learner can do with and without assistance
=> Vygotsky’s (1978) concept of the zone of proximal development
• actualising learners’ zone of proximal development
=> dynamic assessment (Lantolf and Poehner, 2009, p.150)
12. DYNAMIC ASSESSMENT
• dynamic assessment
(Lantolf and Poehner,
2004)
• integrates both
teaching and
assessment activities
• focuses on emergent
abilities
• allows feedback during
the assessment process
• dispenses implicit to
explicit feedback
13. REPRESENTING
LEARNERS’ KNOWLEDGE
• the zone of proximal development is
“a window into the person’s future mental growth”
(Lantolf and Aljaafreh,1995, p.619)
• predicting the learners’ future knowledge:
past-to-present and present-to-future models (Valsiner, 2001)
• predicting the learners‘ present knowledge:
an expanded model (Thouësny, 2011)
14. ERRORS VERSUS MISTAKES
AN EXPANDED MODEL
• phase 1/2
self-editing task
independent performance with or without assistance
with errors and mistakes
15. ERRORS VERSUS MISTAKES
AN EXPANDED MODEL
• phase 2/2
amount
Low in ZPD: error of assistance
High in ZPD: mistake
17. WHERE ARE WE?
• what does the literature report about interlanguage and its variability?
• how to represent the learner’s knowledge
• operationalising the error/mistake distinction:
tools’ architecture
• overview of the data collected and analysis
• results and discussion
18. • tools’ architecture
and external resources
• WAN and LAN servers
• PHP
• MySQL
• Debian
• TreeTagger
• TinyMCE
19. STUDENTS’ TOOLS
• Levels of assistance
(Based on Aljaafreh and Lantolf ’s (1994) regulatory scale)
• Level 1. The incorrect form is highlighted.
• Level 2. The error type is provided for each incorrect form.
• Level 3. Detailed explanations about the nature of the
incorrect form is given to the learner.
• Level 4. The correct form is provided.
20. STUDENTS’ TOOLS
• level 4
• a suggestion is provided
to the learner
• each learner’s replacement
is marked as correct or incorrect
21. RESEARCHER’S TOOLS
• pre-processing the learners’ texts
• computer-aided error editor
• correcting learners’ replacements
• monitoring the learners’ actions when self-editing their texts
• positioning the incorrect form in the ZPD
• part-of-speech tagging learners’ texts
• determining learners’ language accuracy and complexity
23. COMPUTER-AIDED ERROR EDITOR
• process to correct learners’ texts:
• (1) highlighting the incorrect word or
groups of words;
• (2) applying the corresponding error
type;
• (3) writing a personalised feedback or
(5) choosing a meta-linguistic feedback
in the drop down list;
• (4) entering an appropriate replacement
to the learner’s incorrect form.
• error encoding
• *incorrect form*[errorType]
{index@meta-linguistic feedback@correct
form}
24. • error classification based on:
• Mackey, Gass and McDonough (2000)
• L’Haire (2007)
• Granger (2003)
25. CORRECTING LEARNERS’
REPLACEMENTS
• Criterion 1.
From the students’
perspective. Marked as
appropriate, only if the
replacements suggested
were perfectly well-
formed.
• Criterion 2.
From the research
perspective. Marked as
appropriate, if error
types are resolved,
even if learners
produced other error
types when proposing
their replacements.
26. MONITORING LEARNERS’
ACCESS TO FEEDBACK
• Procedure:
• (a) recording the time at
which any feedback pop up
was opened and closed;
• (b) computing the difference
between both records;
• (c) calculating the time
required to read the feedback;
• (d) evaluating whether the
access was sufficiently long
for the feedback to be read.
• native speakers’ speed rate: usually acknowledged as 250 words per minute (wpm)
• reading on a computer screen: 180 words per minute (Ziefle,1998) => time in milliseconds to read one word = 60/180x1000 = 333.33ms
27. POSITIONING THE INCORRECT
FORM IN THE ZPD
• incorrect forms for which learners did not require assistance to correct
themselves: high in the ZPD => mistakes (1)
• incorrect forms for which learners required assistance to correct themselves:
between high and low in the ZPD => errors with a potential
development (0)
• incorrect forms for which learners could/would/did not provide any replacement
even with assistance: low in the ZPD => errors with no potential
development (-1)
28. PART-OF-SPEECH TAGGING
• TreeTagger (University of Stuttgart)
tagging accuracy => 96.34% (Schmid, 1994)
• tagging accuracy on texts written by learners of French
precision => 78.43%; recall => 77.67%
• improvements:
-identification of unknown lemmas => lowercase conversion
-reduction of incorrect tags consistently applied => additional rules
-elimination of incorrect tags randomly applied => cross-reference between
pos-tagged and error-annotated corpora
• tagging accuracy after improvements
precision => 97.21%; recall => 96.01%; Cohen’s kappa => 97.60%
29. LANGUAGE COMPLEXITY
• balanced complexity measure
(Schulze, Wood and Pokorny, forthcoming)
• Lexical complexity/diversity: text-length adjusted type token ratio
• Lexical sophistication: mean length of a word
• Syntactic sophistication: mean period unit length
• Syntactic complexity/diversity: unique bigram ratio
30. LANGUAGE ACCURACY
• counting correct as well as incorrect forms:
“obligatory occasion analysis” (Brown, 1973; Ellis, 1994, p.74)
• (a) my sister visited us yesterday => past tense -ed (one correct occasion)
(b) my father *arrive yesterday => past tense -ed (one missing occasion)
• ratio of incorrect to correct forms => IncF:CorF
31. LANGUAGE ACCURACY
• counting correct as well as incorrect forms:
“obligatory occasion analysis” (Brown, 1973; Ellis, 1994, p.74)
• (a) my sister visited us yesterday => past tense -ed (one correct occasion)
(b) my father *arrive yesterday => past tense -ed (one missing occasion)
• ratio of incorrect to correct forms => IncF:CorF
• Example:
4 noun-adjective agreement error types [...] Il y n’a pas beaucoup des parlent, mais ce n’est pas
necessaire parce-que les choses malheureux qui
6 ADJ pos-tags => (2 correct - 4 incorrect) passer est drole et les plus important.
J’aime cet film parce-que il est surréaliste. Il n’est pas
IncF:CorF => 4:2 trop longue mais il y a beacoups des choses passer. J’aime
aussi le fin de le film, parce-que on n’attendre pas le fin,
quand le homme as coincé dans le four. [...]
percentage of success in noun adjective
agreement =>(2/2+4)X100=33.33%
32. • language accuracy in performance (P) and knowledge (K)
" CorF % " CorF + M %
P =$ ' ( 100 ! K =$ ' ( 100
# CorF + IncF & # CorF + IncF &
33. OVERVIEW OF THE DATA
• 14 participants • 2,579 error types (14.53%)
• 77 texts • 3,689 incorrect words (20.78%)
average per participant: 2 texts
except student #2: 50 texts
• text types
most students: bilan, wiki
• 19,870 tokens student #2: bilan, wiki, essay, email, forum
• 17,752 words • timeline submission
average per participant: 806 words most students: Dec 2008
except student #2: 7,264 words student #2: Dec 2008 - Apr 2009
=> synchronic inter-learner analysis
=> diachronic intra-learner analysis
34. SYNCHRONIC
INTER-LEARNER ANALYSIS
•1 text type written by 14 participants in Dec 2008
=>wiki/bilan grouped together: no significant differences in terms of language complexity;
learners performed at a similar level of lexical and syntactical complexity.
• feedback was often ignored (53%, N=1084)
=> learners did not need help, may have been more interested by the final corrections, may
have felt overwhelmed, did not understand the feedback they read and decided to skip some of
the incorrect forms, ...
• proposed replacements to 71.5% of their incorrect forms
=> not an issue for the error/mistake distinction
=> issue when determining what learners could do with assistance
37. DIACHRONIC
INTRA-LEARNER ANALYSIS
Potential
• student #2 Development
Current
Performance
• from Dec 2008 to Apr 2009 Zone of Proximal
Development
(T3 to T6)
• forum/email => non-graded
• wiki/bilan/essay => graded
• feedback accessed: 81.6%
Ability
to Perform
• replacements provided: 81.3% Actual Development
(Knowledge)
38. DIACHRONIC
INTRA-LEARNER ANALYSIS
• variations in actual development
• more mistakes in non-graded documents (forum/email) than graded
documents (wiki/bilan/essay)
• difficulties in selection, syntactic, and morphosyntactic in all documents
(expected to observe less difficulties in email as she produced less complicated
sentences)
• difficulties in correcting herself in syntactic error types
(like all other participants)
• none of her results in language accuracy display regular or gradual
changes over time (e.g., 93.1%, 71.4%, 85.7%, and 94.9% of success in noun adjective
agreement - Dec, Feb, Mar, and April, respectively)
40. RESULTS AND DISCUSSION
• Question 1. Can the learners’ zone of proximal development, i.e., their actual
and potential development, and the distance in-between, be represented and
observed so that errors and mistakes can be distinguished?
• the learners’ actual development could be delineated on the condition
that learners provided the system with a replacement each time they
knew one
• the representation of the learners’ potential development was
conditioned by the learners’ behaviour with respect to feedback access
41. RESULTS AND DISCUSSION
• Question 2. Is interlanguage competence variable across students, time, and text
types?
• students with comparable results with regard to language accuracy in
performance had indeed quite different levels of actual development
• varying degrees of ability to perform knowledge
• results in language accuracy showed ups and downs over time
• new errors that never occurred before were encountered
at each new point of observation in time, errors were also random
• text types were found to have no impact on the learner’s knowledge
(observation derived from the data of one single participant, cannot be used to draw any
decisive conclusions)
42. RESULTS AND DISCUSSION
• Question 3. Does the modeling of the learners’ zone of proximal development
provide further insight into their interlanguage development?
• actual and potential development gives valuable information about
learners’ actual strengths and weaknesses. Such information, however,
did not assist much in predicting the learners’ knowledge to come
• the learners’ knowledge recorded at a time Tt+1 is not a mere
continuation of the learners’ levels of actual and potential development
as observed at a time Tt.
43. SOME OF THE LIMITATIONS
• the student sample with fourteen participants was too small
• learners’ ability to understand the feedback might have been
over-estimated
• learners may have felt overwhelmed with the comprehensive
error annotation
• learners did not use the tools in the way they were designed to
(the fact that learners did not use the assistance at any time limited
the access to their potential development)
44. • Aljaafreh, A. and Lantolf, J.P. 1994. Negative feedback as regulation and second language learning in the zone of Proximal development. Modern Language
Journal. 78 (4), pp465-483.
• Amaral, L.A. and Meurers, D. 2008. From recording linguistic competence to supporting inferences about language acquisition in context. Computer Assisted
Language Learning. 21 (4), pp323-338.
• Brown, R. 1973. A first language: the early stages. Cambridge, MA: Harward University Press.
• Cohen, J. 1960. A Coefficient of Agreement for Nominal Scales. Educational and Psychological Measurement. 20 (1), pp37-46.
• Corder, S.P. 1981. Error Analysis and Interlanguage. Oxford: Oxford University Press.
• De Bot, K., Lowie, W. and Verspoor, M. 2007. A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition. 10
(1), pp7-21.
• Ellis, R. 1985. Understanding second language acquisition. Oxford: Oxford University Press.
• Ellis, R. 1994. The study of second language acquisition. Oxford: Oxford University Press.
• Ellis, R. 2008. Investigating grammatical difficulty in second language learning: implications for second language acquisition research and language testing.
International Journal of Applied Linguistics. 18 (1), pp4-22.
• Ellis, R. 2009. Corrective Feedback and Teacher Development. L2 Journal. 1 (1), pp3-18.
• Gass, S.M. and Selinker, L. 2001. Second language acquisition: an introductory course. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates.
• Granger, S. 2003. Error-tagged learner corpora and CALL: a promising synergy. CALICO Journal. 20 (3), pp465-480.
• Gregg, K.R. 1990. The Variable Competence Model of Second Language Acquisition, and Why It Isn’t. Applied Linguistics. 11 (4), pp364-383.
• Heift, T. and Schulze, M. 2007. Errors and intelligence in computer-assisted language learning; parsers and pedagogues. New York: Routledge.
• James, C. 1998. Errors in language learning and use: exploring error analysis. Edinburgh: Pearson Education Limited.
• L’Haire, S. 2007. FipsOrtho: a spell checker for learners of French. ReCALL. 19 (2), pp137-161.
• Lantolf, J.P. and Aljaafreh, A. 1995. Second language learning in the zone of proximal development: A revolutionary experience. International Journal of
Educational Research. 23 (7), pp619-632.
• Lantolf, J.P. and Poehner, M.E. 2004. Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics. 1 (1), p49.
• Lantolf, J.P. and Poehner, M.E. 2009. The artificial development of second language ability: a sociocultural approach IN: Ritchie, W.C. and Bhatia, T.K. (eds.) The
new handbook of second language acquisition. 2nd ed. Bingley, UK: Emerald Group Publishing Limited.
• Mackey, A., Gass, S. and McDonough, K. 2000. How do learners perceive interactional feedback? Studies in Second Language Acquisition. 22 (4), pp471-497.
• Schmid, H. 1994. Probabilistic part-of-speech tagging using decision trees. IN: Proceedings of International Conference on New Methods in Language
Processing. September 1994. Manchester, UK.
• Schulze, M., Wood, P. and Pokorny, B. forthcoming. Measuring balanced complexity. [Online]. Available from: <http://wcgs.ca/~mschulze/papers/complexity.pdf>
• Selinker, L. 1974. Interlanguage (reprinted from IRAL, Vol 10/3, 1972) IN: Richards, J.C. (ed.) Error analysis: perspectives on second language acquisition. Essex:
Longman Group Limited.
• Taylor, G. 1986. Errors and Explanations. Applied Linguistics. 7 (2), pp144-166.
• Valsiner, J. 2001. Process Structure of Semiotic Mediation in Human Development. Human Development. 44 (2/3), pp84-97.
• Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
• White, L. 2003. Second language acquisition and universal grammar. West Sussex, UK: Cambridge University Press.
• Ziefle, M. 1998. Effects of display resolution on visual performance. Human Factors. 40 (4), pp554-568