729 research outputs found
What effect does short term Study Abroad (SA) have on learnersâ vocabulary knowledge?
This thesis describes a study which tracks longitudinal changes in vocabularyknowledge during a short-term Study Abroad (SA) experience. A test ofproductive vocabulary knowledge, Lex30 (Meara & Fitzpatrick, 2000),requiring the production of word association responses, is used to elicit vocabulary from 38 Japanese L1 learners of English at four test times at equal intervals before and after an SA experience. The study starts by investigating whether there are changes in both the total number of words and in the number of less frequently occurring words produced by SA participants. Three additional ways of measuring the development of lexical knowledge over time are then proposed. The first examines changes in the ability of participants of different proficiency levels in producing collocates in response to Lex30 cue words. The second tracks changes in spelling accuracy to measure if improvements take place over time. The third analysis uses an online measuring instrument (Wmatrix; Rayson, 2009) to explore if there are any changes in the mastery of specific semantic domains. The results show that there is significant growth in the productive use of less frequent vocabulary knowledge during the SA period. There is also an increase in collocation production with lower proficiency participants and evidence of some improvement in the way certain vocabulary items are spelled. The tendency for SA learners to produce more words from semantic groups related to SA experiences is also demonstrated. Post-SA tests show that while some knowledge attrition occurs it does not decline to pre-SA levels. The studyshows how short-term SA programmes can be evaluated using a word association test, contributing to a better understanding of how vocabularydevelops during intensive language learning experiences. It also demonstrates the gradual shift of productive vocabulary knowledge from partial word knowledge to a more complete state of productive mastery
Comparing the production of a formula with the development of L2 competence
This pilot study investigates the production of a formula with the development of L2 competence over proficiency levels of a spoken learner corpus. The results show that the formula
in beginner production data is likely being recalled holistically from learnersâ phonological
memory rather than generated online, identifiable by virtue of its fluent production in absence
of any other surface structure evidence of the formulaâs syntactic properties. As learnersâ L2
competence increases, the formula becomes sensitive to modifications which show structural
conformity at each proficiency level. The transparency between the formulaâs modification
and learnersâ corresponding L2 surface structure realisations suggest that it is the independent
development of L2 competence which integrates the formula into compositional language,
and ultimately drives the SLA process forward
Workshop Proceedings of the 12th edition of the KONVENS conference
The 2014 issue of KONVENS is even more a forum for exchange: its main topic is the interaction between Computational Linguistics and Information Science, and the synergies such interaction, cooperation and integrated views can produce. This topic at the crossroads of different research traditions which deal with natural language as a container of knowledge, and with methods to extract and manage knowledge that is linguistically represented is close to the heart of many researchers at the Institut fĂŒr Informationswissenschaft und Sprachtechnologie of UniversitĂ€t Hildesheim: it has long been one of the instituteâs research topics, and it has received even more attention over the last few years
Investigating language corpora as a grammar development resource
The digital era has brought new concepts and transformations into language development and has given rise to technology-based approaches to learner autonomy. It has shifted the focus from deductive to inductive learning, where the concept of ânoticingâ (Schmidt, 1990) language forms is promoted. Literature suggests that this type of student-centered self-discovery of lexico-grammatical patterns can be greatly aided by corpus linguistics methods, specifically âData-Driven Learningâ (DDL) (Johns, 1986; Braun, 2005; OâKeeffe et al, 2007). It reports on the valuable potential of DDL for developing learnersâ multi-literacies and cognitive strategies, particularly raising their awareness of lexico-grammatical patterning (OâKeeffe and Farr, 2003). However, insights from corpus-based studies have not been widely applied in teaching practices (Reppen, 2022; Zareva, 2017). It has also been proposed that DDL enhances accurate representation of language, raises cultural understanding, provides learners with the freedom to explore and discover the language, and fosters learner autonomy, thus making them more effective language learners (Flowerdew, 2015).
This affordance led to the design of a longitudinal experimental study which aimed to provide useful skills and processes in the use of language corpora as a grammar development resource in the pre-intermediate EFL classroom in an Armenain context outside of higher education. The evaluation data included pre-, post-, progress-, delayed post-test data, and Learner Autonomy Profile (LAP) form, the statistical analysis of which revealed the beneficial impact of the computer-based inductive approach of DDL on the learnersâ grammar competency, independent learning skills, as well as the contribution of cognitive strategies to proceduralization of knowledge. It also included semi-structured interview data, which uncovered the learnersâ increased engagement in the learning process, the positive change in their attitudes towards their own learning, and the ways of demonstrating autonomous abilities in working with concordances. These data also brought to light some of the fears and challenges of using DDL, as well discussing its theoretical and pedagogical underpinnings aligned with psychological processes of learning.
The findings will serve all the participants of this hugely important ELT sector - researchers, language educators and learners. They will gain insights as to what is necessary to tap learnersâ implicit long-term knowledge, to prepare them both psychologically and practically for independence so that they can be armed with confidence, interest in discovering the language, knowledge about their own learning, and understanding of how to make use of their learning styles and strategies.
Keywords: conventional/technology-enhanced EFL classroom, corpus linguistics, data-driven learning (DDL), inductive/deductive grammar learning, direct/indirect written feedback, explicit/implicit knowledge, language awareness, learner autonomy.N
MetalexicografĂa diacrĂłnica aplicada a diccionarios de hebreo bĂblico
Tesis inĂ©dita de la Universidad Complutense de Madrid, Facultad de FilologĂa, leĂda el 07-07-2022En la segunda mitad del siglo XX surge una nueva forma de mirar a los diccionarios. Su metamorfosis, de obras de consulta a artefactos culturales que podĂan sometidos a escrutinio, debe considerarse como una de las revoluciones mĂĄs notables del campo de la lexicografĂa. FilĂłlogos de griego neotestamentario han comenzado a explorar cĂłmo aprehendemos el significado de una palabra bĂblica tras consultarla en el diccionario pero, lo que resulta mĂĄs importante, cĂłmo los diccionarios transmiten esa informaciĂłn y cĂłmo nos hacen creer que dicha consulta nos convierte en conocedores del significado de una palabra en particular. Esta tesis doctoral se propone contribuir al emergente ĂĄmbito acadĂ©mico de la metalexicografĂa desarrollando un mĂ©todo de anĂĄlisis expresamente ajustado a las peculiaridades del hebreo bĂblico en tanto que lengua de corpus. SimultĂĄneamente, aborda un campo semĂĄntico hasta ahora desatendido, el de SEXO, a travĂ©s del examen de los verbos mĂĄs atestiguados...A new way of regarding dictionaries appeared in the second half of the 20th century. Their metamorphosis, from reference works to cultural artefacts that could be close read, ought to be considered one of the most remarkable revolutions in lexicographical studies. New Testament Greek philologists began to explore how we grasp what a biblical word means after looking it up in a lexicon but, most importantly, how dictionaries convey that information and make us believe we now know the meaning of a particular lexical item. This thesis dissertation aims to contribute to the emerging academic branch of metalexicography or comparative lexicography by developing an analitical method expressly tailored to the peculiarities of Biblical Hebrew as a corpus language. It simultaneously addresses a so-far neglected semantic field, namely âsexâ, through the examination of its best-attested verbs...Fac. de FilologĂaTRUEunpu
The Handbook to English as a Lingua Franca Practices for Inclusive Multilingual Classrooms
This handbook is an important companion for future users of the ENRICH CPD Course, including, but not limited to: (a) pre- or in-service English language teachers who may wish to engage with the CPD materials and activities at their own pace; (b) teacher educators who would like to employ the CPD materials and activities with their own trainees; (c ) researchers in the fields which ENRICH revolves around (e.g., English as a Lingua Franca, multilingualism, English language pedagogy) who may be interested in finding out whether, and how, information gathered through ENRICH could inform their research studies; and (d) members of educational policy- making organisations and institutions which may want to explore the relevance of ENRICH to their own professional endeavours. It is divided into five main chapters where the ENRICH project is firstly introduced, followed by an explanation of the needs analysis for the development of the CPD Course, a rationale for the target audience, a detailed description of each of the CPD Course sections, and a final reflection on the evaluation of the Course and lessons learnt.info:eu-repo/semantics/publishedVersio
How collocations are represented and taught in selected legal English textbooks
The article deals with an issue which continues to draw increasingly more attention in LSP teaching, i.e., collocations, with a particular focus on legal collocations and legal English. The aim of the text is to offer an overview of the treatment given to specialised legal collocations in legal English textbooks used in tertiary level institutions in Poland. The methodology employed for selecting the textbooks is presented in detail in the Aims and Methodology section. The selected textbooks were then reviewed in terms of their collocation focus and the extent to which they follow pedagogical recommendations regarding teaching phraseology. Bearing in mind the importance of familiarizing students with natural and accurate language in order to help them master the legal genre, it appears that there is still a need to place more focus on phraseology and extend the formats and number of exercises centred on [email protected] MroczyĆska is a linguist with a background in economics, with her main research interest being collocations and the legal English genre. Other academic interests include translation of specialist texts, recent developments in computer-assisted translation and machine translation, borrowings in Polish specialist language, the role of metaphors in Business English, neurolinguistics, and the application of cognitive field theory in foreign language teaching and learning.Siedlce University of Natural Sciences and Humanities, PolandBaddeley, A., Wilson B. A. 1994. When implicit learning fails: Amnesia and the problem of error elimination. Neuropsychologia 32: 53â68.Badger, R. 2003. Legal and general: towards a genre analysis of newspaper reports. English for Specific Purposes 22: 249â263.Benson M., Benson E. & Ilson R. 2009. The BBI Combinatory Dictionary of English: Your Guide to Collocations and Grammar. 3rd ed. Amsterdam/Philadelphia: John Benjamins Publishing Company.Biel, Ć. 2012. Areas of similarity and difference in legal phraseology: collocations of key terms in UK and Polish company law. In: A. Pamies, J.M. Pazos Bretaña & L. L. Nadal (eds.), Phraseology and Discourse: Cross-Linguistic and Corpus-based Approaches, 225â233. Baltmannsweiler: Schneider Verlag Hohengehren GmbH.Biel, Ć. 2014a. Phraseology in legal translation. a corpus-based analysis of textual mapping of EU law. In: L. Cheng, K. K. Sin & A. Wagner (eds.), The Ashgate Handbook of Legal Translation, 177â192. Abingdon: Routledge.Biel, Ć. 2014b. Lost in the Eurofog: The Textual Fit of Translated Law. Frankfurt am Main: Peter Lang.Biel, Ć. 2018. Lexical bundles in EU law: The impact of translation process on the patterning of legal language. In: S. GĂłĆșdĆș-Roszkowski, & G. Pontrandolfo (eds.), Phraseology in Legal and Institutional Settings: A Corpus-Based Interdisciplinary Perspective, 10â26. Abingdon: Routledge.Bloor T., Bloor M. 1986. Languages for Specific Purposes: Practice and Theory (occasional paper no.19). Dublin: Trinity College.Boers, F. & Lindstromberg S. 2009. Optimizing a Lexical Approach to Instructed Second Language Acquisition. Basingstoke: Palgrave Macmillan.Boers, F., Dang T. C. T. & Strong B. 2016. Comparing the effectiveness of phrase-focused exercises: A partial replication of Boers, Demecheleer, Coxhead, and Webb (2014). Language Teaching Research 21(3): 362â380.Boers, F., et al. 2006. Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research 10: 245â261.Boers, F., et al. 2014. Gauging the effects of exercise on verbânoun collocations. Language Teaching Research 18: 54â74.Boers, F., et al. 2016. Typographic enhancement of multiword units in second language text. International Journal of Applied Linguistics (Online Early View). DOI: 10.1111/ijal.12141.Brezina, V. 2018. Statistics in Corpus Linguistics: A Practical Guide. Cambridge: Cambridge University Press.Cowie, A. 1994. Phraseology. In: R.E. Asher & J.M.Y. Simpson (eds.), The Encyclopedia of Language and Linguistics, 3168-3169. Oxford: Pergamon Press.Coxhead, A., Nation P. 2001. The specialised vocabulary of English for academic purposes. In: J. Flowerdew & M. Peacock (eds.), Research Perspectives on English for Academic Purposes, 252â267. Cambridge: Cambridge University Press.Crossley, S. A., Salsbury T. & McNamara D. S. 2015. Assessing lexical proficiency using analytic ratings: A case for collocation accuracy. Applied Linguistics 36: 570â590.Ellis, N. C., Simpson-Vlach R. & Maynard C. 2008. 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Wright (ed.), Handbook of Terminology Management: Applications-Oriented Terminology Management. Vol. II, 788â808. Amsterdam/Philadelphia: John Benjamins Publishing Company.Jopek-Bosiacka, A. 2008. PrzekĆad Prawny i SÄ
dowy. Warszawa: Wydawnictwo Naukowe PWN.KjĂŠr, A. L. 1990a. Context-conditioned word combinations in legal English. Terminology Science & Research 1 (1â2): 21â32.KjĂŠr, A. L. 1990b. Phraseology research â state-of-the-art. Terminology Science & Research 1 (1â2): 3â20.KjĂŠr, A. L. 2007. Phrasemes in legal texts. In: H. Burger, D. DobrovolÊŒskij, P. KĂŒhn & N. R. Noerrick (eds.) Phraseologie / Phraseology: Ein internationales Handbuch zeitgenössischer Forschung / An International Handbook of Contemporary Research, 506â516. Berlin/New York: de Gruyter.Kjellmer, G. 1994. A Dictionary of English Collocations. Oxford: Clarendon Press.Lehecka, T. 2015. Collocation and colligation. In: J.-O. Ăstman & J. Verschueren (eds.), Handbook of Pragmatics, 1â20. John Benjamins Publishing.LÊŒHomme, M. 2000. Understanding specialized lexical combinations. Terminology 6 (1): 89â110.Li, J. & Schmitt N. 2010. 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The automatic processing of multiword expressions in Irish
It is well-documented that Multiword Expressions (MWEs) pose a unique challenge
to a variety of NLP tasks such as machine translation, parsing, information retrieval,
and more. For low-resource languages such as Irish, these challenges can be exacerbated by the scarcity of data, and a lack of research in this topic. In order to
improve handling of MWEs in various NLP tasks for Irish, this thesis will address
both the lack of resources specifically targeting MWEs in Irish, and examine how
these resources can be applied to said NLP tasks.
We report on the creation and analysis of a number of lexical resources as part
of this PhD research. Ilfhocail, a lexicon of Irish MWEs, is created through extract-
ing MWEs from other lexical resources such as dictionaries. A corpus annotated
with verbal MWEs in Irish is created for the inclusion of Irish in the PARSEME
Shared Task 1.2. Additionally, MWEs were tagged in a bilingual EN-GA corpus
for inclusion in experiments in machine translation. For the purposes of annotation, a categorisation scheme for nine categories of MWEs in Irish is created, based
on combining linguistic analysis on these types of constructions and cross-lingual
frameworks for defining MWEs.
A case study in applying MWEs to NLP tasks is undertaken, with the exploration of incorporating MWE information while training Neural Machine Translation
systems. Finally, the topic of automatic identification of Irish MWEs is explored,
documenting the training of a system capable of automatically identifying Irish
MWEs from a variety of categories, and the challenges associated with developing
such a system.
This research contributes towards a greater understanding of Irish MWEs and
their applications in NLP, and provides a foundation for future work in exploring
other methods for the automatic discovery and identification of Irish MWEs, and
further developing the MWE resources described above
Genre analysis of English article abstracts in Ecuadorian and North American journals: A contrastive study
In the era of online searches and digital libraries, the importance of research article abstracts (RAAs) is perhaps unquestionable. As a result, cross-linguistic research, particularly in the field of corpus linguistics has received considerable attention as it explores how scholars introduce their studies in a convergent genre, namely abstract. A significant body of research has addressed the variation of abstracts in terms of content and structure across languages and disciplines. The current dissertation compares abstracts published in North American and Ecuadorian journals (NA&EJ), considering humanities and sciences. The corpus analysis consisted of 240 abstracts written in English: 120 in North American and 120 in Ecuadorian journals. Sentences were the unit of analysis. The top-down and bottom-up approaches identified the rhetorical moves and drew the boundaries between them. The English corpora went through software-driven text analysis. The L2 syntactic complexity analyzer (L2SCA) gauges the syntactic complexity while the Lextutor vocab-profile measures the lexical richness of abstracts. It used the SPSS statistical tool to analyze the output of the linguistic analyzers. Results showed an emergent rhetorical organization of eight moves with four recurrent moves in abstracts of NA&EJ. There was significant variability in the overall sentence complexity, amount of subordination, and degree of phrasal sophistication between NA&EJ. Notwithstanding, though there was variability in the means of syntactic complexity in NA&EJ abstracts, no statistical differences were found between fields and between the four syntactic dimensions across disciplines at the level of significance (α = .05). There were differences between the lexical density and lexical sophistication, but not in the proportion of lexical diversity. This study has shown that although abstracts in NA&EJ followed a similar rhetorical structure, the frequency of the moves varies across disciplinary fields. Even though abstracts in NA&EJ used extensive vocabulary and diverse types of sentence structure, resemblant linguistic outcomes and cohesive means emerged regardless of their publishing context and disciplines. This study affords valuable insights to investigate the recurrent rhetoric, lexical and syntactic structure used in abstracts. Ideally, research outcomes will uncover the actual use of language to discuss linguistic implications and provide pedagogical applications for academic writing
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