Learner English on Computer
Learner English on Computer
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电脑英语学习者
DOI：
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发表时间：
1998
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通讯作者：
S. Granger
中科院分区：
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作者：
S. Granger
计算机学习语料库（CLC）的研究还处于起步阶段。它植根于语料库语言学和第二语言习得（SLA）研究，使用语料库语言学的方法和工具来更好地了解真实的学习者语言。本卷旨在为更广泛的受众开辟一个新的研究领域，包括计算机学习者语料库研究的各个方面的文章，从语料库汇编的初始阶段到教学应用的最后阶段。虽然这本书的主要重点是作为外语的英语，但这种方法很容易应用于其他外语。这本书分为三个主要部分。第一部分概述了学习者语料库的设计与分析。在第一篇论文中，我首先讨论了学习者语料库研究在语料库语言学、二语习得和英语教学中的地位，然后概述了学习者语料库编写和学习者数据的计算机辅助语言分析的基本原则。在第二篇论文中，Fanny Meunier介绍了主要的语言软件工具，特别关注它们与中介语研究的相关性。在第二部分中，本书第一部分概述的原则将通过一系列的案例研究来实践，研究学习者的词汇、话语和语法的各个方面。前三篇论文从多个角度分析了学习者词汇：高频词（Hakan Ringbom）、形容词强化（Gunter Lorenz）和重复词组合（Sylvie De Cock等）。以下三篇论文聚焦于话语现象：连接器（Bengt Altenberg和Marie Tapper），问题（Tuija Virtanen）和读者/作者可见性的特征（Stephanie Petch-Tyson）。最后两篇论文的研究是在标记语料库上进行的，并在单个标签（Sylviane Granger和Paul Rayson）和标签序列（Jan Aarts和Sylviane Granger）的频率的基础上强调了学习者语法的各个方面。第三部分展示了基于clc的研究如何帮助改进教学工具：英语语法（Doug Biber和Randi Reppen），词典（Patrick Gillard和Adam Gadsby），写作教科书（Przemyslaw Kaszubski）和电子工具（John Milton）。最后一篇论文（Sylviane Granger和Chris Tribble）强调了课堂方法的含义。人们对学习者语料库的兴趣正在迅速增长，二语习得专家和英语教学实践者开始认识到他们的理论和实践价值。毫无疑问，在我看来，我们正处于学习者语料库繁荣的边缘。本卷将服务于它的目的，如果它帮助潜在的学习者语料库建设者和分析师开始在一个领域的研究，这是肯定会做出重要贡献的外语学习和教学。
Computer learner corpus (CLC) research is still in its infancy. With roots both in corpus linguistics and second language acquisition (SLA) studies, it uses the methods and tools of corpus linguistics to gain better insights into authentic learner language. This volume is intended to open up a new field of research to a wider audience and includes articles on all aspects of computer learner corpus research, from the initial stage of corpus compilation to the final stage of pedagogical application. Although the main focus of the book is English as a Foreign Language, the approach could easily be applied to other foreign languages. The book is divided into three main parts. Part 1 is a general outline of learner corpus design and analysis. In the first paper, I first discuss the place of learner corpus research within corpus linguistics, SLA and ELT, and then outline the basic principles underlying learner corpus compilation and computer-aided linguistic analysis of learner data. In the second paper, Fanny Meunier presents the major linguistic software tools, focusing in particular on their relevance for interlanguage studies. In Part 2, the principles outlined in the first part of the book are put into practice through a series of case studies examining various aspects of learner lexis, discourse and grammar.The first three papers analyse learner lexis from a variety of angles: high frequency words (Hakan Ringbom), adjective intensification (Gunter Lorenz) and recurrent word combinations (Sylvie De Cock et al.). The following three papers focus on discourse phenomena: connectors (Bengt Altenberg and Marie Tapper), questions (Tuija Virtanen) and features of reader/writer visibility (Stephanie Petch-Tyson). The research in the last two papers is carried out on tagged corpora and highlights aspects of learner grammar on the basis of the frequencies of individual tags (Sylviane Granger and Paul Rayson) and tag sequences (Jan Aarts and Sylviane Granger). Part 3 shows how CLC-based studies can help improve pedagogical tools: EFL grammars (Doug Biber and Randi Reppen), dictionaries (Patrick Gillard and Adam Gadsby), writing textbooks (Przemyslaw Kaszubski) and electronic tools (John Milton). Implications for classroom methodology are highlighted in the last paper (Sylviane Granger and Chris Tribble). Interest in learner corpora is growing fast, with both SLA specialists and ELT practicioners beginning to recognize their theoretical and practical value. There is no doubt in my mind that we are on the verge of a learner corpus boom. This volume will serve its purpose if it helps would-be learner corpus builders and analysts to get started in a field of research which is certain to make an important contribution to foreign language learning and teaching.