Using Learner Corpora for L2 Lexicography: Information on Collocational Errors for EFL learners'

In this paper, we describe an on-going project of the corpus of EFL (English as a Foreign Language) learners in Japan and its application for pedagogical dictionary compilation. We especially focus on the learners' errors in verb collocation patterns and describe how the leamer's dictionary can benefit from the learners' error information based upon the learner corpora

英語学習用活用語彙リストの提案―CEFR-J Wordlist のコロケーション・データセットの試み―

Tokyo University of Foreign StudiesTokyo University of Foreign Studies会議名: 言語資源ワークショップ2022, 開催地: オンライン, 会期: 2022年8月30日-31日, 主催: 国立国語研究所 言語資源開発センター外国語学習において、語彙を運用する力を学習者が身につけるためには語彙リストで単語を個別に記憶するだけでなく、使用頻度の高いフレーズで提示するのが重要である。近年、コーパス準拠英語語彙・フレーズリストが発表されているが、対象学習者レベル、受容・産出語彙の区別は明確ではない。本研究では、CEFR準拠英語学習語彙表CEFR-J Wordlistの活用度を上げ、学習に資するコロケーション選択をするための資料となるコロケーション・データセットを整備する。1億語のイギリス英語均衡コーパスであるBritish National CorpusからUniversal Dependenciesに基づいた構文解析を行い、共起フレーム別（例：動詞＋名詞、形容詞＋名詞）に共起語セットを抽出した。教育的に有用なコロケーションを教師や学習者が選定するための情報源として、単純共起頻度以外に検索語-共起語ペアについて、各語のCEFR-J Wordlistに基づいたCEFRレベル情報、共起統計（MI, MI2, MI3, t-score, z-score ,logDice, log-likelihood, chi-squared）と散布度指標（DP）の情報を付与した

Lacunarity, lexicography and beyond: integration of the introduction of a linguo-cultural concept and the development of L2 learners’ dictionary skills

The paper discusses the integration of presenting theoretical linguocultural knowledge and developing dictionary skills in advanced students of a foreign language. The proposed approach allows showing students the interdisciplinary character of various issues, one of which is cross-linguistic lacunarity. It is given as an example of a phenomenon, whose introduction can be combined with the development of students’ dictionary use abilities. Lacunarity consists in the lack of some source language elements in the target language. Two main kinds of lacunae are distinguished: linguistic and referential ones. The focal issue of the paper is how the information on the lacunary character of words can be presented to advanced students of English as a foreign language, in this paper Polish learners, so that they could consider the phenomenon in terms of bilingual lexicography: first, becoming aware of the specifics of their description; second, practising their dictionary skills by analysing entries for selected lacunary lexical and phraseological units; third, combining the information and skills in doing creative tasks, related to lacunarity and its bilingual lexicographic descriptions. Furthermore, additional activities are proposed for revising the acquired knowledge on lacunarity and advancing dictionary use. Offering students tasks, which require them to adopt a different perspective, aims to increase their involvement in the learning process and to foster their autonomy as learners. Encouraging learners to reflect on lacunae and their lexicographic description is expected to familiarize them with the phenomenon and simultaneously to develop their dictionary skills by doing especially designed [email protected] University of Bialystok101-11