Grammatical errors in spoken english of University students in oral communication course

The present study examines the grammatical errors in spoken English of university students who are less proficient in English. The specific objectives of the study are to determine the types of errors and the changes in grammatical accuracy during the duration of the English for Social Purposes course focussing on oral communication. The language data were obtained from the simulated oral interactions of 42 students participating in five role play situations during the 14-week semester. Error analysis of 126 oral interactions showed that the five common grammar errors made by the learners are preposition, question, article, plural form of nouns, subject-verb agreement and tense. Based on Dulay, Burt and Krashen’s (1982) surface structure taxonomy, the main ways by which students modify the target forms are misinformation and omission, with addition of elements or misordering being less frequent. The results also showed an increase in grammatical accuracy in the students’ spoken English towards the end of the course

Contrastive grammar : a theory and practice handbook

En consonancia con los lineamientos del programa vigente de Gramática Contrastiva, materia incluida en el programa de estudios del Traductorado de Inglés de la Facultad de Lenguas, Universidad Nacional de Córdoba, el objetivo principal de Contrastive Grammar: A Theory and Practice Handbook es brindar a los estudiantes un manual que combine las gramáticas descriptivas del inglés y del español. No pretende ser una revisión completa de todas las diferencias lingüísticas existentes entre ambas lenguas: por el contrario, el objetivo del presente manual es combinar información teórica clave con prácticas variadas respecto de estructuras dispares que representan la fuente más frecuente de interferencia entre los dos sistemas.Fil: Gómez Calvillo, M. Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Meehan, Patricia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Díaz, M. Josefina. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Rolfi, Laura. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina

Exploring Metaphorical Senses and Word Representations for Identifying Metonyms

A metonym is a word with a figurative meaning, similar to a metaphor. Because metonyms are closely related to metaphors, we apply features that are used successfully for metaphor recognition to the task of detecting metonyms. On the ACL SemEval 2007 Task 8 data with gold standard metonym annotations, our system achieved 86.45% accuracy on the location metonyms. Our code can be found on GitHub.Comment: 9 pages, 8 pages conten

Towards a collocation writing assistant for learners of Spanish

This paper describes the process followed in creating a tool aimed at helping learners produce collocations in Spanish. First we present the Diccionario de colocaciones del español (DiCE), an online collocation dictionary, which represents the first stage of this process. The following section focuses on the potential user of a collocation learning tool: we examine the usability problems DiCE presents in this respect, and explore the actual learner needs through a learner corpus study of collocation errors. Next, we review how collocation production problems of English language learners can be solved using a variety of electronic tools devised for that language. Finally, taking all the above into account, we present a new tool aimed at assisting learners of Spanish in writing texts, with particular attention being paid to the use of collocations in this language

Memory-Based Learning: Using Similarity for Smoothing

This paper analyses the relation between the use of similarity in Memory-Based Learning and the notion of backed-off smoothing in statistical language modeling. We show that the two approaches are closely related, and we argue that feature weighting methods in the Memory-Based paradigm can offer the advantage of automatically specifying a suitable domain-specific hierarchy between most specific and most general conditioning information without the need for a large number of parameters. We report two applications of this approach: PP-attachment and POS-tagging. Our method achieves state-of-the-art performance in both domains, and allows the easy integration of diverse information sources, such as rich lexical representations.Comment: 8 pages, uses aclap.sty, To appear in Proc. ACL/EACL 9

GenERRate: generating errors for use in grammatical error detection

This paper explores the issue of automatically generated ungrammatical data and its use in error detection, with a focus on the task of classifying a sentence as grammatical or ungrammatical. We present an error generation tool called GenERRate and show how GenERRate can be used to improve the performance of a classifier on learner data. We describe initial attempts to replicate Cambridge Learner Corpus errors using GenERRate