scholarly journals Diachronic investigation of learner language

EduLingua ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 47-59
Author(s):  
József Horváth
Keyword(s):  
Foreign Language ◽  
Corpus Linguistics ◽  
Traditional Approach ◽  
Language Education ◽  
Writing Pedagogy ◽  
Long Term Effects ◽  
Learner Corpus ◽  
Set Up ◽  
Learner Language

Corpus linguistics studies have by now become a staple of linguists and teachers worldwide. Even practitioners who are not directly involved with corpus development or analysis are increasingly aware of this domain and its results. Thus, we can say that the time has come to investigate the long-term effects of the findings connected to corpus linguistics. This paper focuses on a specific sort of corpus: the learner corpus. It argues that what used to be a more traditional approach represented in the EFL (English as a foreign language) discipline has evolved into a perhaps more appropriate one represented in ELF (English as a lingua franca) partly because of the work of learner corpus research. To demonstrate any existing long-term effects of work with learner corpora on language education, an L2 corpus, the JPU Corpus, is presented. Five of the ten hypotheses originally set up in the early 2000s are revisited and critiqued by applying both quantitative and qualitative investigations. The results indicate that a diachronic learner corpus approach further establishes the shift from EFL to ELF approaches, a potentially useful and relevant change for students and their teachers across the world, especially within the framework of writing pedagogy.

scholarly journals The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽  
2018 ◽  
Author(s):  
Alicia Martínez-Flor ◽  
Esther Usó-Juan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
Long Term Effects ◽  
Positive Role ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

scholarly journals Britain’s new language testing powerhouse: An interview with Professor Anthony Green, University of Bedfordshire

2014 ◽  
Vol 38 (5) ◽  
pp. 46
Author(s):  
Daniel Dunkley
Keyword(s):  
Language Learning ◽  
Collaborative Research ◽  
English Language ◽  
Language Education ◽  
Language Testing ◽  
Research Programme ◽  
Assessment Literacy ◽  
Learner Corpus ◽  
The University ◽  
Learner Language

In this interview Professor Green explains the work of CRELLA (the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire), and its role in the improvement of language testing. The institute contributes to this effort in many ways. For example, in the field of language education they are partners in English Profile (EP: www.englishprofile.org), a collaborative research programme directed towards a graded guide to learner language at different CEFR (Common European Framework of Reference) levels, based on the 50 million word Cambridge Learner Corpus. Among other things, the EP has helped to inform the development of the CEFR-J in Japan. In this interview, Professor Green also outlines his own work, especially in the areas of washback and assessment literacy.

scholarly journals The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool

2019 ◽  
Vol 9 (3) ◽  
pp. 210 ◽  
Author(s):  
Kanellopoulou ◽  
Kermanidis ◽  
Giannakoulopoulos
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Dual Coding ◽  
Learning Theories ◽  
Teaching Tool ◽  
Vocabulary Recall

The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.

Continuity in foreign language education in Australia

2017 ◽  
Vol 40 (3) ◽  
pp. 280-310
Author(s):  
Marinella Caruso ◽  
Josh Brown
Keyword(s):  
Foreign Language ◽  
Large Scale ◽  
Empirical Investigation ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Study ◽  
English Speaking ◽  
Incentive Plan ◽  
Using Data

Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.

scholarly journals Synthetic artistic culture as a fundamental principle of culturally-oriented teaching of the Russian language in Slovakia: to Eva Kollarova’s anniversary

2019 ◽  
Vol 17 (4) ◽  
pp. 408-413
Author(s):  
Frantisek Heiser
Keyword(s):  
Foreign Language ◽  
Significant Contribution ◽  
Language Education ◽  
Fundamental Principle ◽  
Foreign Language Education ◽  
Russian Language ◽  
Educational Work ◽  
Russian Art ◽  
The Russian Language

The report is devoted to culturological research in foreign-language education, issues of working at masterpieces of Russian art in connection with a systemic-chronological presentation of ingenious representatives of Russian culture in the dialogue with Slovak culture. The communicativecultural concept constitutes the basis of long-term research and educational work of the remarkable Slovak specialist in Russian philology Eva Kollarova. An analysis of Eva Kollarova’s textbooks and monographs presented in the article shows her significant contribution to the Russian language diffusion not only in Slovakia, but also in other European countries.

Latviešu valodas apguvēju korpuss lietojumā: teorētisks un metodoloģisks ieskats

2021 ◽  
pp. 162-177
Author(s):  
Antra Kļavinska ◽  
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Corpus Linguistics ◽  
Theoretical Perspective ◽  
Language Learner ◽  
Learner Corpus ◽  
Text Corpora ◽  
Learner Corpora ◽  
Corpus Data

Several text corpora have been created in Latvia, including learner corpora. One of the latest projects is the Latvian Language Learner Corpus (LaVA), which contains the works of international students studying in Latvian higher education institutions who are learning Latvian as a foreign language. The texts are morphologically tagged automatically, and learner errors are tagged manually. A sufficient scope of publications is available, which provides the theoretical basis for the creation of Latvian language learner corpora; however, there is a lack of studies or practical methodological guidelines concerning the opportunities for their application, and there is little data about the use of text corpora in language acquisition. The aim of this study is to explain from the theoretical perspective for what purposes learner corpus data may be used, as well as to illustrate the methodological groundwork with examples from the LaVA corpus. Analysis of theoretical literature has demonstrated the functions and meaning of learner corpora in research, and experience with the use of corpora in acquiring a foreign language has been analysed. Examples of the use of the LaVA corpus as a didactic resource have been prepared using Corpus Linguistics methods. The study was conducted within the state research programme project “The Latvian Language”. After studying the functions of learner corpora from the theoretical perspective, it was concluded that the target audience of the LaVA corpus mainly includes teachers of Latvian as a foreign language (LATS), authors of teaching materials, as well as Latvian language learners. To facilitate the use of the LaVA corpus, it is important to have basic knowledge of Corpus Linguistics, an understanding of the theory of language, as well as an understanding of foreign language teaching methodology. LATS teachers can use the LaVA corpus data in the creation of curricula and teaching materials, in the preparation of language proficiency tests, etc. Using the inductive approach in language acquisition, language learners can also become language researchers, can analyse the errors of other learners, etc. Undeniably, the LaVA corpus can be used in broader linguistic research, for example, in contrastive interlanguage analysis, comparing the data of language learners with the data of native speakers or the data of different groups of language learners.

Significance of the 50-year-old long-term experiments in Martonvásár in improving crop production

2010 ◽  
Vol 58 (Supplement 1) ◽  
pp. 23-34 ◽  
Author(s):  
Z. Berzsenyi
Keyword(s):  
Crop Production ◽  
Long Term Effects ◽  
Wheat Varieties ◽  
Present Generation ◽  
National Heritage ◽  
Long Term Experiments ◽  
Scientific Results ◽  
Carry Over ◽  
Set Up

Long-term experiments are indispensable for investigations on the long-term effects of various crop production methods and technologies. The long-term experiments set up in Martonvásár by Béla Győrffy are now 50 years old and can be considered as part of the national heritage. The most important of these experiments involve crop rotation vs. monoculture trials, the comparison of fertilisation systems, studies on the interactions and carry-over effects of organic and mineral fertilisers, fertiliser rate experiments and polyfactorial experiments. The long-term experiments in Martonvásár form an integral part of maize and wheat research and provide a place for testing the agronomic responses of maize hybrids and wheat varieties. Valuable scientific results are obtained from these experiments regarding the reasons for yield depression in monocultures, the yieldincreasing effect of crop rotations, the comparative benefits of organic and mineral fertilisation, the agronomic responses of genotypes, the sustainability and yield stability of crop production techniques, and the interaction between various crop production factors. These results promote the improvement of maize and wheat production and are regularly incorporated into recommendation systems. The present generation of scientists has a responsibility to maintain these experiments, so that they can continue to serve their purpose in the coming decades.

scholarly journals Corpus software in EFL teaching: Examination of language exposure

2020 ◽  
Vol 22 (4) ◽  
pp. 131-145
Author(s):  
A. V. Kudryashova ◽  
Ya. V. Rozanova ◽  
T. V. Sidorenko
Keyword(s):  
Foreign Language ◽  
Corpus Linguistics ◽  
Language Education ◽  
Business Communication ◽  
Foreign Languages ◽  
Practical Significance ◽  
Linguistic Knowledge ◽  
Analysis And Synthesis ◽  
Training Programmes ◽  
Methodological Guidelines

Introduction. High-quality language education in technical universities requires its interdisciplinary relation to the content of highly specialised subjects corresponding to the training programmes aimed at instructing the future specialists. Educational materials in a foreign language are highly productive if they emphasise the terminology and professional vocabulary authentic to the current state of the scientific field.The aim of the study presented in the article was to assess the validity of the lexical material delivered in the course “English for Business Communication”, to determine the selection criteria for this vocabulary as well as the methods for its assimilation and practical application.Methodology and research methods. The applied corpus software enabled to obtain quantitative indicators of the distribution of foreign-language business vocabulary in the given training course. The lexical material being currently offered to students and the professional thesaurus identified via linguistic databases was compared with the use of comparative analysis and synthesis.Results and scientific novelty. The lexical units (terms, set expressions), which are the most active in the business sphere, were identified on the basis of its frequency. The authors established the correlation between them and educational vocabulary, both from the perspective of its integration into the course without block concentration throughout the course of university training, and from the perspective of the variety of methods used to practice this vocabulary. It is concluded that the applied educational material needs to be substantially adjusted. The vocabulary does not completely reflect the realities of the business communication sphere and the distribution of active vocational vocabulary regulated by methodological guidelines does not entirely contribute to its strong assimilation. According to the authors, the necessary changes to the approaches and methods for selecting and compiling lexical material and to the methodology for designing a foreign language course should be made on the basis of integrating pedagogical and linguistic knowledge, in particular, the methodology of teaching foreign languages and the corpus linguistics.Practical significance. The ways of integrating corpus programs in the process of developing the content of language disciplines, which are part of the main educational program of technical universities, are demonstrated as one of the methods to increase the effectiveness of teaching foreign languages to students of non-linguistic specialties.

scholarly journals Methodological substantiation of the conditions for the use of textual discursive activity in foreign language training

2019 ◽  
pp. 198-202
Author(s):  
Yelena I. Barabanova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Traditional Approach ◽  
Scientific Information ◽  
Foreign Language Learning ◽  
Language Education ◽  
Educational Process ◽  
Language Training ◽  
Effective Learning ◽  
Points Of View

The article discusses the features and conditions of foreign language learning on the basis of textual activity with the identification of the discursive nature of the text and its role in learning. The author compares different points of view and suggests methodological assumptions about the reorganisation of the traditional approach to the practice of teaching in the system offoreign language education. The author gives a methodological substantiation of the conditions for the development of textual activity and examines the use of discourse in the educational process using the example of folding – deployment of educational and scientific information, which made it possible to develop an info map of memory development, speech to reproduce the structure of the text and its effective learning.

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