Automatic Detection of Preposition Errors in Learner Writing

In this article, we present an approach to the automatic correction of preposition errors in L2 English. Our system, based on a maximum entropy classifier, achieves average precision of 42% and recall of 35% on this task. The discussion of results obtained on correct and incorrect data aims to establish what characteristics of L2 writing prove particularly problematic in this task

Correcting Preposition Errors in Learner English Using Error Case Frames and Feedback Messages

Abstract This paper presents a novel framework called error case frames for correcting preposition errors. They are case frames specially designed for describing and correcting preposition errors. Their most distinct advantage is that they can correct errors with feedback messages explaining why the preposition is erroneous. This paper proposes a method for automatically generating them by comparing learner and native corpora. Experiments show (i) automatically generated error case frames achieve a performance comparable to conventional methods; (ii) error case frames are intuitively interpretable and manually modifiable to improve them; (iii) feedback messages provided by error case frames are effective in language learning assistance. Considering these advantages and the fact that it has been difficult to provide feedback messages by automatically generated rules, error case frames will likely be one of the major approaches for preposition error correction

Automatic correction of grammatical errors in non-native English text

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.Cataloged from PDF version of thesis.Includes bibliographical references (p. 99-107).Learning a foreign language requires much practice outside of the classroom. Computer-assisted language learning systems can help fill this need, and one desirable capability of such systems is the automatic correction of grammatical errors in texts written by non-native speakers. This dissertation concerns the correction of non-native grammatical errors in English text, and the closely related task of generating test items for language learning, using a combination of statistical and linguistic methods. We show that syntactic analysis enables extraction of more salient features. We address issues concerning robustness in feature extraction from non-native texts; and also design a framework for simultaneous correction of multiple error types. Our proposed methods are applied on some of the most common usage errors, including prepositions, verb forms, and articles. The methods are evaluated on sentences with synthetic and real errors, and in both restricted and open domains. A secondary theme of this dissertation is that of user customization. We perform a detailed analysis on a non-native corpus, illustrating the utility of an error model based on the mother tongue. We study the benefits of adjusting the correction models based on the quality of the input text; and also present novel methods to generate high-quality multiple-choice items that are tailored to the interests of the user.by John Sie Yuen Lee.Ph.D

Addressing the grammar needs of Chinese EAP students: an account of a CALL materials development project

This study investigated the grammar needs of Chinese EAP Foundation students and developed electronic self-access grammar materials for them. The research process consisted of three phases. In the first phase, a corpus linguistics based error analysis was conducted, in which 50 student essays were compiled and scrutinized for formal errors. A tagging system was specially devised and employed in the analysis. The EA results, together with an examination of Foundation tutors’ perceptions of error frequency and gravity led me to prioritise article errors for treatment; in the second phase, remedial materials were drafted based on the EA results and insights drawn from my investigations into four research areas (article pedagogy, SLA theory, grammar teaching approaches and CALL methodologies) and existing grammar materials; in the third phase, the materials were refined and evaluated for their effectiveness as a means of improving the Chinese Foundation students’ use of the article. Findings confirm the claim that L2 learner errors are systematic in nature and lend support to the value of Error Analysis. L1 transfer appears to be one of the main contributing factors in L2 errors. The salient errors identified in the Chinese Foundation corpus show that mismanagement of the article system is the most frequent cause of grammatical errors; Foundation tutors, however, perceive article errors to be neither frequent nor serious. An examination of existing materials reveals that the article is given low priority in ELT textbooks and treatments provided in pedagogical grammar books are inappropriate in terms of presentation, language and exercise types. The devised remedial materials employ both consciousness-raising activities and production exercises, using EAP language and authentic learner errors. Preliminary evaluation results suggest that the EA-informed customised materials have the potential to help learners to perform better in proofreading article errors in academic texts

Let us have articles betwixt us: Papers in Historical and Comparative Linguistics in Honour of Johanna L. Wood

Papers in Historical and Comparative Linguistics in Honour of Johanna L. Woo

Uzbek students learning English as a foreign language: Error analysis using corpora

[Abstract] he current study analyzes various types of errors that occur in IELTS academic writing essays by learners of English as a foreign language with the first language being Uzbek.A corpus of overall 40 written essays wascollected in the form of a case study to determine the major types of errors from undergraduate students of English philology at Urgench State University, Uzbekistan. The corpus was uploaded to the Sketch Engine platform for compiling and further analysis. Collected essays were checkedfor errors, which were then extracted, classified into 13 different categories based on specific aspects those errors possess.The results obtained in this work represent that the most common types of errors Uzbek EFL learners are prone to are spelling, article, punctuation, as well as word choice ones, while sentence structure, linking word, and confusing expression types of errors occur rarely.Our study presents some interesting insights for error analysis, including gender-based error frequency comparisons, as well as explanations of reasons why some common error types occur more than others using contrastive analysis between the Uzbek and English languages.Analyzing the written errors of EFL learners is considered as a crucial basis for identifying the parts of the language problematic for the learners and determining the right methodology to make the best of the learning process.Traballo fin de mestrado (UDC.FIL). Estudos ingleses avanzados e as súas aplicacións. Curso 2020/202

Addressing the grammar needs of Chinese EAP students : an account of a CALL materials development project

This study investigated the grammar needs of Chinese EAP Foundation students and developed electronic self-access grammar materials for them. The research process consisted of three phases. In the first phase, a corpus linguistics based error analysis was conducted, in which 50 student essays were compiled and scrutinized for formal errors. A tagging system was specially devised and employed in the analysis. The EA results, together with an examination of Foundation tutors’ perceptions of error frequency and gravity led me to prioritise article errors for treatment; in the second phase, remedial materials were drafted based on the EA results and insights drawn from my investigations into four research areas (article pedagogy, SLA theory, grammar teaching approaches and CALL methodologies) and existing grammar materials; in the third phase, the materials were refined and evaluated for their effectiveness as a means of improving the Chinese Foundation students’ use of the article. Findings confirm the claim that L2 learner errors are systematic in nature and lend support to the value of Error Analysis. L1 transfer appears to be one of the main contributing factors in L2 errors. The salient errors identified in the Chinese Foundation corpus show that mismanagement of the article system is the most frequent cause of grammatical errors; Foundation tutors, however, perceive article errors to be neither frequent nor serious. An examination of existing materials reveals that the article is given low priority in ELT textbooks and treatments provided in pedagogical grammar books are inappropriate in terms of presentation, language and exercise types. The devised remedial materials employ both consciousness-raising activities and production exercises, using EAP language and authentic learner errors. Preliminary evaluation results suggest that the EA-informed customised materials have the potential to help learners to perform better in proofreading article errors in academic texts.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Children\u27s Sensitivity to Pitch Variation in Language

Children acquire consonant and vowel categories by 12 months, but take much longer to learn to interpret perceptible variation. This dissertation considers children’s interpretation of pitch variation. Pitch operates, often simultaneously, at different levels of linguistic structure. English-learning children must disregard pitch at the lexical level—since English is not a tone language—while still attending to pitch for its other functions. Chapters 1 and 5 outline the learning problem and suggest ways children might solve it. Chapter 2 demonstrates that 2.5-year-olds know pitch cannot differentiate words in English. Chapter 3 finds that not until age 4–5 do children correctly interpret pitch cues to emotions. Chapter 4 demonstrates some sensitivity between 2.5 and 5 years to the pitch cue to lexical stress, but continuing difficulties at the older ages. These findings suggest a late trajectory for interpretation of prosodic variation; throughout, I propose explanations for this protracted time-course

Variation in the Vowel System of Mišótika Cappadocian: Findings from Two Refugee Villages in Greec

This paper discusses changes in the vowel system of contemporary Mišótika, the Cappadocian variety originally spoken in Misti. We compare the speech of native speakers from two Cappadocian refugee communities and analyse the differences between the two, taking into consideration mechanisms of language contact and linguistic change, and also the social parameters that influence the dialectal system. The study is based on recordings of native speakers of Mišótika who live in two different villages, one in the prefecture of Kilkis (Neo Agioneri), and the other in Thessaloniki (Xirohori). Although these villages are very close to one another, they present two major differences. Neo Agioneri is a homogeneous village, whereas Xirohori is a mixed village, since not only Cappadocians but also other Greek-dialect speakers live there. 78 Another distinguishing characteristic between the two villages is the attitude of the inhabitants towards Mišótika. It seems that speakers from Neo Agioneri are more receptive to the use of the dialect. The inhabitants from Xirohori, by contrast, present a different attitude, reflecting the consequences of social stigmatization and linguistic attrition that their dialect has undergone after the population exchange of the 1920s. To conclude, the current vowel system of Mišótika seems to diverge significantly from the older one described by Dawkins (1916). At the same time, the preliminary findings of our research indicate that there are also differences in the phonological status of the vowels between speakers of the same linguistic system. Dawkins, R. M. 1916. Modern Greek in Asia Minor: a Study of the Dialects of Sílli, Cappadocia and Phárasa with Grammar, Texts, Translations and Glossary. Cambridge: Cambridge University Press