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The Story of the Learner Corpus LINDSEI_CZ

100%

Gráf T.

nr 2

22-35

The article presents the recently completed Czech subcorpus of the multinational learner corpus of advanced spoken English LINDSEI and aims to draw attention to some of the methodological concerns the field of learner corpus linguistics faces. First, it describes the Louvain family of learner corpora, where this project originated, and provides a detailed description of LINDSEI, its history, design, structure, transcription system and metadata. It then outlines the nature of the Czech subcorpus LINDSEI_CZ, telling the story of its compilation and providing a quantitative description of the corpus size, task sizes and learner variables, as well as a description of the transcription process. The core part of this text discusses methodological concerns affecting learner corpus design and construction and deals with such issues as task design, recording instructions, the matter of learner-participant proficiency, and transcription system employed. It concludes with a consideration of various methodological suggestions and offers the possible view that, despite certain weaknesses, LINDSEI is an invaluable source of highly authentic learner data. The last section provides a thematic categorisation of existing studies on LINDSEI and concludes with descriptions of some future projects. The article calls for a thorough reconsideration of learner corpus design and practice and for the formulation of compilation and research standards which would lead to an increase in the reliability and exploitation potential of learner corpora.

‘Almost people’: A Learner Corpus Account of L2 Use and Misuse of Non-numerical Quantification

86%

Crosthwaite P. , Choy L. L. Y. , Bae Y.

nr 1

We present an Integrated Contrastive Model of non-numerical quantificational NPs (NNQs, i.e. ‘some people’) produced by L1 English speakers and Mandarin and Korean L2 English learners. Learner corpus data was sourced from the ICNALE (Ishikawa, 2011, 2013) across four L2 proficiency levels. An average 10% of L2 NNQs were specific to L2 varieties, including noun number mismatches (*‘many child’), omitting obligatory quantifiers after adverbs (*‘almost people’), adding unnecessary particles (*‘all of people’) and non-L1 English-like quantifier/noun agreement (*‘many water’). Significantly fewer ‘openclass’ NNQs (e.g a number of people) are produced by L2 learners, preferring ‘closed-class’ single lexical quantifiers (following L1-like use). While such production is predictable via L1 transfer, Korean L2 English learners produced significantly more L2-like NNQs at each proficiency level, which was not entirely predictable under a transfer account. We thus consider whether positive transfer of other linguistic forms (i.e. definiteness marking) aids the learnability of other L2 forms (i.e. expression of quantification).