Analyzing Late Interlanguage with Learner Corpora: Québec Replications of Three European Studies
Analyzing Late Interlanguage with Learner Corpora: Québec Replications of Three European Studies
复制标题
用学习者语料库分析晚期中介语：魁北克对三项欧洲研究的复制
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Tom Cobb
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文献类型：
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作者：
Tom Cobb
学习者中介语的特征在很大程度上局限于第二语言（L2）中语音的早期习得，由于缺乏理论，缺乏数据，以及后期习得与识字习得相互交织的事实，后期习得通常不在此框架内进行分析。目前的趋势，以电子方式提交的课堂写作缓解了数据问题，确定步骤，在收购识字，甚至可能有助于理论的发展。当由教师或研究人员组装成一个适当大小和性质的学习者语料库（LC）时，这样的语料库提供了实证手段来发现高级学习者对他们的第二语言知道什么和不知道什么。一个强大的传统LC分析已经出现在欧洲，本研究介绍了这项工作，并测试其适用性北美的情况。
The characterization of learner interlanguage has been largely confined to the early acquisition of speech in a second language (L2), with later acquisition not commonly analyzed in this framework for lack of theory, lack of data, and the fact that late acquisition is intermeshed with the acquisition of literacy. The current trend to electronic submission of classroom writing relieves the data problem, defines steps in the acquisition of literacy, and may even contribute to the growth of theory. When assembled by teachers or researchers into a learner corpus (LC) of suitable size and character, such a corpus provides the empirical means to discover what advanced learners know and do not know about their L2. A strong tradition of LC analysis has emerged in Europe; the present study introduces this work and tests its applicability to a North American context.