244025981 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code SCL 102 Hb 15 9789027209894 06 10.1075/scl.102 13 2021037716 00 BB 08 615 gr 10 01 JB code SCL 02 1388-0373 02 102.00 01 02 Studies in Corpus Linguistics Studies in Corpus Linguistics 01 01 Beyond Concordance Lines Corpora in language education Beyond Concordance Lines: Corpora in language education 1 B01 01 JB code 214364891 Pascual Pérez-Paredes Pérez-Paredes, Pascual Pascual Pérez-Paredes Universidad de Murcia 07 https://benjamins.com/catalog/persons/214364891 2 B01 01 JB code 221364892 Geraldine Mark Mark, Geraldine Geraldine Mark Mary Immaculate College, University of Limerick 07 https://benjamins.com/catalog/persons/221364892 01 eng 11 265 03 03 ix 03 00 255 03 01 23 410.1/88071 03 2021 P128.C68 04 Corpora (Linguistics)--Data processing--Congresses. 04 Computational linguistics--Congresses. 04 Language and languages--Computer-assisted instruction--Congresses. 04 Language and languages--Study and teaching--Congresses. 10 LAN009000 12 CFX 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COMPUT Computational & corpus linguistics 24 JB code LIN.CORP Corpus linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 In over 30 years of data-driven learning (DDL) research, there has been a growing sophistication in the ways we collect, analyse and put data to use. This volume takes a three-fold perspective on DDL. 03 00 In over 30 years of data-driven learning (DDL) research, there has been a growing sophistication in the ways we collect, analyse, and put corpus data to use. This volume takes a three-fold perspective on DDL. It first looks at DDL and its role in informing language learning theory and how it might shed light on the language development process; secondly it addresses how DDL can help us characterise learner language and inform teaching accordingly, and thirdly it showcases practical applications for the use of DDL in classrooms. The contributors to this volume examine a variety of instructional settings and languages across the world. They reflect on theoretical, methodological and classroom implications using both novel and established language learning theories, natural language processing (NLP), longitudinal research designs, and a variety of language learning targets. The present volume is an invitation from some of the leading researchers in DDL to reflect on the research avenues that will define the field in the coming years. 01 00 03 01 01 D503 https://benjamins.com/covers/475/scl.102.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027209894.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027209894.tif 01 01 D503 https://benjamins.com/covers/1200_front/scl.102.hb.png 01 01 D503 https://benjamins.com/covers/125/scl.102.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/scl.102.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/scl.102.hb.png 01 01 JB code scl.102.ack 06 10.1075/scl.102.ack ix Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code scl.102.int 06 10.1075/scl.102.int 1 8 8 Chapter 2 01 04 Introduction Introduction 1 A01 01 JB code 160432356 Pascual Pérez-Paredes Pérez-Paredes, Pascual Pascual Pérez-Paredes 07 https://benjamins.com/catalog/persons/160432356 2 A01 01 JB code 742432357 Geraldine Mark Mark, Geraldine Geraldine Mark 07 https://benjamins.com/catalog/persons/742432357 01 eng 01 01 JB code scl.102.01bou 06 10.1075/scl.102.01bou 9 34 26 Chapter 3 01 04 Chapter 1. Research in data-driven learning Chapter 1. Research in data-driven learning 1 A01 01 JB code 436432358 Alex Boulton Boulton, Alex Alex Boulton 07 https://benjamins.com/catalog/persons/436432358 01 eng 03 00

Data-driven learning (DDL) typically involves language learners consulting corpus data, either directly or via prepared materials, to answer questions about language. The approach has been mooted since the beginning of the modern era of corpus linguistics and has come to be associated with work by Tim Johns who coined the term in print in 1990. Since then, hundreds of studies have attempted to evaluate some aspect of DDL, giving rise to several reviews and syntheses. This paper introduces DDL and discusses the syntheses to date, before analysing a rigorous collection of 351 studies published up to and including 2018. While previous syntheses have evaluated the field, the objective here is to provide an overview of how researchers see DDL across the board, to identify more clearly what DDL actually looks like today, how it has evolved from its early beginnings in the 1980s, and to suggest avenues for future research in underexplored areas.

01 01 JB code scl.102.02oke 06 10.1075/scl.102.02oke 35 56 22 Chapter 4 01 04 Chapter 2. Data-driven learning, theories of learning and second language acquisition Chapter 2. Data-driven learning, theories of learning and second language acquisition 01 04 In search of intersections In search of intersections 1 A01 01 JB code 257432359 Anne O'Keeffe O'Keeffe, Anne Anne O'Keeffe 07 https://benjamins.com/catalog/persons/257432359 01 eng 03 00

This chapter focuses on the need to address both theories of learning and theories of language acquisition in data-driven learning (DDL) research. While it recognises that there has been so much worthwhile research work on DDL which has shed so much light on the value of DDL, it is still not a mainstream methodology. The chapter argues that by understanding better the variations in pedagogical underpinnings and ontologies, DDL research can better pinpoint what works within specified variables. Additionally, the paper argues strongly for engagement with ongoing research in second language acquisition (SLA), especially from a usage-based perspective because there are so many resonances for DDL in terms of the centrality of the role of frequently experienced syntactic regularities in learning.

01 01 JB code scl.102.03mcc 06 10.1075/scl.102.03mcc 57 74 18 Chapter 5 01 04 Chapter 3. Looking back on 25 years of TaLC Chapter 3. Looking back on 25 years of TaLC 01 04 In conversation with Profs Mike McCarthy and Tony McEnery In conversation with Profs Mike McCarthy and Tony McEnery 1 A01 01 JB code 306432360 Michael McCarthy McCarthy, Michael Michael McCarthy 07 https://benjamins.com/catalog/persons/306432360 2 A01 01 JB code 549432361 Tony McEnery McEnery, Tony Tony McEnery 07 https://benjamins.com/catalog/persons/549432361 3 A01 01 JB code 827432362 Geraldine Mark Mark, Geraldine Geraldine Mark 07 https://benjamins.com/catalog/persons/827432362 4 A01 01 JB code 141432363 Pascual Pérez-Paredes Pérez-Paredes, Pascual Pascual Pérez-Paredes 07 https://benjamins.com/catalog/persons/141432363 01 eng 03 00

This chapter is the result of a conversation between Professors Tony McEnery and Michael McCarthy, two of the greatest names in the fields of corpus linguistics and the corpus-based analysis and teaching of the English language. They share their views and experiences of the areas discussed in this volume, including the relationship between DDL and SLA research, the role of formulaic language, spoken language and pragmatics as areas of potential applications of learner corpus research (LCR) methods, the role of frequency in language learning and teaching and, among others, annotation.

01 01 JB code scl.102.04dir 06 10.1075/scl.102.04dir 75 96 22 Chapter 6 01 04 Chapter 4. L2 development of -ing clauses Chapter 4. L2 development of -ing clauses 01 04 A longitudinal study of Norwegian learners A longitudinal study of Norwegian learners 1 A01 01 JB code 171432364 Hildegunn Dirdal Dirdal, Hildegunn Hildegunn Dirdal University of Oslo 07 https://benjamins.com/catalog/persons/171432364 01 eng 03 00

Although -ing clauses are frequent in English, their acquisition has not received much attention, and there is a lack of longitudinal studies and detailed explorations of cross-linguistic influence. This longitudinal case study of five young Norwegian students reveals a developmental sequence for the syntactic roles of -ing clauses: complements of aspectual verbs > complements of other verbs and prepositions > bare adjuncts and postmodifiers of nouns > subjects. The sequence may arise from a combination of frequencies in the input and grammatical selection. Syntactic restrictions on Norwegian present participle clauses are not mirrored in the acquisition of -ing clauses, indicating that the students do not make an interlingual identification. Cross-linguistic influence is evident mainly in late acquisition and infrequent use of -ing clauses.

01 01 JB code scl.102.05kre 06 10.1075/scl.102.05kre 97 120 24 Chapter 7 01 04 Chapter 5. Collocations in learner English Chapter 5. Collocations in learner English 01 04 A true-longitudinal perspective A true-longitudinal perspective 1 A01 01 JB code 354432365 Rolf Kreyer Kreyer, Rolf Rolf Kreyer Philipps-Universität Marburg 07 https://benjamins.com/catalog/persons/354432365 01 eng 03 00

The present paper analyses the use of V-N collocations with the four ‘light’ verbs do, give, make and take in a corpus representing longitudinal written data from 83 German learners of English in their four final years of secondary school. The paper focuses on the development of correct and incorrect collocation use, the development of L1 interference, as well as intersubjective variability regarding these aspects. Corroborating previous studies, the paper shows that roughly one quarter of collocations is atypical with no significant changes over the four years. Around half of all erroneous collocations can be interpreted as the result of L1-interference. As regards individual paths of acquisition, the paper shows that students show a large degree of variability. The paper argues that collocations need to be taught explicitly, focusing on frequent collocations of medium restrictedness that show incongruity of L1 and L2.

01 01 JB code scl.102.06wei 06 10.1075/scl.102.06wei 121 148 28 Chapter 8 01 04 Chapter 6. Profiling learners through pragmatically and error annotated corpora Chapter 6. Profiling learners through pragmatically and error annotated corpora 1 A01 01 JB code 199432366 Martin Weisser Weisser, Martin Martin Weisser 07 https://benjamins.com/catalog/persons/199432366 01 eng 03 00

This proof-of-concept study presents a novel way of analysing learner language based on 20 randomly selected interviews from the Chinese part of the Louvain International Database of Spoken English Interlanguage (LINDSEI) (Gilquin et al., 2010), annotated both pragmatically and using a newly devised error analysis scheme. Annotation and initial analyses were primarily conducted in the Dialogue Annotation and Research Tool (DART) (Weisser, 2016b), and the relevant features extracted and normed by the number of functional (speech act) units to obtain meaningful comparable results across speakers. The results indicate that the majority of errors affect the coherence of the learners’ narrative and that the communicative strategies used by the learners exhibit a high number of discourse markers or response-signals used (em)phatically, apparently only serving as ‘planning facilitators’, rather than genuine structural or interactional devices.

01 01 JB code scl.102.07had 06 10.1075/scl.102.07had 149 176 28 Chapter 9 01 04 Chapter 7. Exploring the impact of data-driven learning in extensive reading Chapter 7. Exploring the impact of data-driven learning in extensive reading 1 A01 01 JB code 51432367 Gregory Hadley Hadley, Gregory Gregory Hadley Niigata University 07 https://benjamins.com/catalog/persons/51432367 2 A01 01 JB code 412432368 Hiromi Hadley Hadley, Hiromi Hiromi Hadley Niigata University 07 https://benjamins.com/catalog/persons/412432368 01 eng 03 00

While much of the research into the efficacy of data-driven learning (DDL) has focused on productive skills such as writing, less attention has been on how DDL affects receptive skills, such as reading. This chapter presents a four-year mixed-methods study, which investigates the impact of DDL on the extensive reading (ER) proficiency of second language learners in a Japanese national university. Conducted in three stages and under a wide range of class conditions, this study concludes that explicit forms of DDL are most successful with small groups and one-to-one instruction, where personal feedback and less pressure are key. Implicit forms of DDL tend to work best with larger class sizes, where it results in faster reading speeds and in greater amounts of material read.

01 01 JB code scl.102.08liu 06 10.1075/scl.102.08liu 177 206 30 Chapter 10 01 04 Chapter 8. Data-driven learning Chapter 8. Data-driven learning 01 04 Using #LancsBox in academic collocation learning Using #LancsBox in academic collocation learning 1 A01 01 JB code 635432369 Tanjun Liu Liu, Tanjun Tanjun Liu Hong Kong Baptist University 07 https://benjamins.com/catalog/persons/635432369 01 eng 03 00

This chapter investigates the effect of data-driven learning (DDL) by comparing the use of a new corpus tool, #LancsBox, with the use of a corpus-based collocations dictionary for academic collocation learning. Learners in the study improved their collocational knowledge by using #LancsBox, although not significantly. No improvement was found through consulting the collocations dictionary. The majority of learners believed that direct corpus consultation using concordance lines and collocation graphs facilitated their collocation learning, whereas learners in the dictionary group considered the use of a dictionary to be more beneficial for writing than learning collocations. Interestingly, learners from both groups reported that they would continue using the assigned tools in future language learning and teaching.

01 01 JB code scl.102.09wol 06 10.1075/scl.102.09wol 207 230 24 Chapter 11 01 04 Chapter 9. Scoledit Chapter 9. Scoledit 01 04 A tool to analyse learner writing and better understand the challenges of language education A tool to analyse learner writing and better understand the challenges of language education 1 A01 01 JB code 580432370 Claire Wolfarth Wolfarth, Claire Claire Wolfarth Grenoble Alpes University, Lidilem, Grenoble 07 https://benjamins.com/catalog/persons/580432370 2 A01 01 JB code 8432371 Claude Ponton Ponton, Claude Claude Ponton Grenoble Alpes University, Lidilem, Grenoble 07 https://benjamins.com/catalog/persons/8432371 3 A01 01 JB code 247432372 Catherine Brissaud Brissaud, Catherine Catherine Brissaud Grenoble Alpes University, Lidilem, Grenoble 07 https://benjamins.com/catalog/persons/247432372 01 eng 03 00

The purpose of Scoledit is to build a computer-aided longitudinal corpus of texts written by pupils between 6 and 11 years as well as associated automatic processing tools. This project seeks to produce linguistic descriptions of pupils’ writings and to facilitate the teaching of spelling and writing. Currently, an increasing number of projects aim to create large primary school corpora of French (Elalouf, 2005; Garcia-Debanc & Bonnemaison, 2014; David & Doquet, 2016). However, these corpora are neither longitudinal nor associated with natural language processing (NLP) tools (Wolfarth, 2017). This chapter discusses some of the automated tools for linguistic analyses developed and the advantages of the Scoledit project in the context of language teaching

01 01 JB code scl.102.10ton 06 10.1075/scl.102.10ton 231 252 22 Chapter 12 01 04 Chapter 10. CEFR-J"x"28 Chapter 10. CEFR-J × 28 01 04 Corpus-based multilingual pedagogical resources and e-learning systems for 28 languages Corpus-based multilingual pedagogical resources and e-learning systems for 28 languages 1 A01 01 JB code 21432373 Yukio Tono Tono, Yukio Yukio Tono Tokyo University of Foreign Studies 07 https://benjamins.com/catalog/persons/21432373 01 eng 03 00

This chapter discusses the development of multilingual pedagogical resources that make use of functional descriptors such as vocabulary and grammar items aligned to the CEFR levels in English. CEFR-J × 28 is a project that sets out to create multilingual pedagogical resources for 28 languages based upon the resources developed for the CEFR-J, a localised version of the CEFR for English language teaching in Japan. The chapter discusses the original CEFR-J project and its accompanying resources such as word/phrase lists, grammar and text profiles. It describes how to convert English resources into multiple languages using machine translation and multilingual corpora. A discussion of the advantages of this approach as well as future work is provided. The chapter discusses a series of e-learning tools developed to support learners’ vocabulary and grammar learning as well as a web-based learner corpus collection tool for multilingual spoken and written production.

01 01 JB code scl.102.ind 06 10.1075/scl.102.ind 253 255 3 Miscellaneous 13 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/scl.102 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20211222 C 2021 John Benjamins D 2021 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 50 22 01 00 Unqualified price 02 JB 1 02 99.00 EUR 02 00 Unqualified price 02 83.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 50 22 01 00 Unqualified price 02 JB 1 02 149.00 USD
572025982 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code SCL 102 Eb 15 9789027258496 06 10.1075/scl.102 13 2021037717 00 EA E107 10 01 JB code SCL 02 1388-0373 02 102.00 01 02 Studies in Corpus Linguistics Studies in Corpus Linguistics 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-eba-2023 01 02 Compact EBA Collection 2023 (ca. 700 titles, starting 2018) 11 01 JB code jbe-2021 01 02 2021 collection (118 titles) 11 01 JB code jbe.2021.all 01 01 Beyond Concordance Lines Corpora in language education Beyond Concordance Lines: Corpora in language education 1 B01 01 JB code 214364891 Pascual Pérez-Paredes Pérez-Paredes, Pascual Pascual Pérez-Paredes Universidad de Murcia 07 https://benjamins.com/catalog/persons/214364891 2 B01 01 JB code 221364892 Geraldine Mark Mark, Geraldine Geraldine Mark Mary Immaculate College, University of Limerick 07 https://benjamins.com/catalog/persons/221364892 01 eng 11 265 03 03 ix 03 00 255 03 01 23 410.1/88071 03 2021 P128.C68 04 Corpora (Linguistics)--Data processing--Congresses. 04 Computational linguistics--Congresses. 04 Language and languages--Computer-assisted instruction--Congresses. 04 Language and languages--Study and teaching--Congresses. 10 LAN009000 12 CFX 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COMPUT Computational & corpus linguistics 24 JB code LIN.CORP Corpus linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 In over 30 years of data-driven learning (DDL) research, there has been a growing sophistication in the ways we collect, analyse and put data to use. This volume takes a three-fold perspective on DDL. 03 00 In over 30 years of data-driven learning (DDL) research, there has been a growing sophistication in the ways we collect, analyse, and put corpus data to use. This volume takes a three-fold perspective on DDL. It first looks at DDL and its role in informing language learning theory and how it might shed light on the language development process; secondly it addresses how DDL can help us characterise learner language and inform teaching accordingly, and thirdly it showcases practical applications for the use of DDL in classrooms. The contributors to this volume examine a variety of instructional settings and languages across the world. They reflect on theoretical, methodological and classroom implications using both novel and established language learning theories, natural language processing (NLP), longitudinal research designs, and a variety of language learning targets. The present volume is an invitation from some of the leading researchers in DDL to reflect on the research avenues that will define the field in the coming years. 01 00 03 01 01 D503 https://benjamins.com/covers/475/scl.102.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027209894.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027209894.tif 01 01 D503 https://benjamins.com/covers/1200_front/scl.102.hb.png 01 01 D503 https://benjamins.com/covers/125/scl.102.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/scl.102.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/scl.102.hb.png 01 01 JB code scl.102.ack 06 10.1075/scl.102.ack ix Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code scl.102.int 06 10.1075/scl.102.int 1 8 8 Chapter 2 01 04 Introduction Introduction 1 A01 01 JB code 160432356 Pascual Pérez-Paredes Pérez-Paredes, Pascual Pascual Pérez-Paredes 07 https://benjamins.com/catalog/persons/160432356 2 A01 01 JB code 742432357 Geraldine Mark Mark, Geraldine Geraldine Mark 07 https://benjamins.com/catalog/persons/742432357 01 eng 01 01 JB code scl.102.01bou 06 10.1075/scl.102.01bou 9 34 26 Chapter 3 01 04 Chapter 1. Research in data-driven learning Chapter 1. Research in data-driven learning 1 A01 01 JB code 436432358 Alex Boulton Boulton, Alex Alex Boulton 07 https://benjamins.com/catalog/persons/436432358 01 eng 03 00

Data-driven learning (DDL) typically involves language learners consulting corpus data, either directly or via prepared materials, to answer questions about language. The approach has been mooted since the beginning of the modern era of corpus linguistics and has come to be associated with work by Tim Johns who coined the term in print in 1990. Since then, hundreds of studies have attempted to evaluate some aspect of DDL, giving rise to several reviews and syntheses. This paper introduces DDL and discusses the syntheses to date, before analysing a rigorous collection of 351 studies published up to and including 2018. While previous syntheses have evaluated the field, the objective here is to provide an overview of how researchers see DDL across the board, to identify more clearly what DDL actually looks like today, how it has evolved from its early beginnings in the 1980s, and to suggest avenues for future research in underexplored areas.

01 01 JB code scl.102.02oke 06 10.1075/scl.102.02oke 35 56 22 Chapter 4 01 04 Chapter 2. Data-driven learning, theories of learning and second language acquisition Chapter 2. Data-driven learning, theories of learning and second language acquisition 01 04 In search of intersections In search of intersections 1 A01 01 JB code 257432359 Anne O'Keeffe O'Keeffe, Anne Anne O'Keeffe 07 https://benjamins.com/catalog/persons/257432359 01 eng 03 00

This chapter focuses on the need to address both theories of learning and theories of language acquisition in data-driven learning (DDL) research. While it recognises that there has been so much worthwhile research work on DDL which has shed so much light on the value of DDL, it is still not a mainstream methodology. The chapter argues that by understanding better the variations in pedagogical underpinnings and ontologies, DDL research can better pinpoint what works within specified variables. Additionally, the paper argues strongly for engagement with ongoing research in second language acquisition (SLA), especially from a usage-based perspective because there are so many resonances for DDL in terms of the centrality of the role of frequently experienced syntactic regularities in learning.

01 01 JB code scl.102.03mcc 06 10.1075/scl.102.03mcc 57 74 18 Chapter 5 01 04 Chapter 3. Looking back on 25 years of TaLC Chapter 3. Looking back on 25 years of TaLC 01 04 In conversation with Profs Mike McCarthy and Tony McEnery In conversation with Profs Mike McCarthy and Tony McEnery 1 A01 01 JB code 306432360 Michael McCarthy McCarthy, Michael Michael McCarthy 07 https://benjamins.com/catalog/persons/306432360 2 A01 01 JB code 549432361 Tony McEnery McEnery, Tony Tony McEnery 07 https://benjamins.com/catalog/persons/549432361 3 A01 01 JB code 827432362 Geraldine Mark Mark, Geraldine Geraldine Mark 07 https://benjamins.com/catalog/persons/827432362 4 A01 01 JB code 141432363 Pascual Pérez-Paredes Pérez-Paredes, Pascual Pascual Pérez-Paredes 07 https://benjamins.com/catalog/persons/141432363 01 eng 03 00

This chapter is the result of a conversation between Professors Tony McEnery and Michael McCarthy, two of the greatest names in the fields of corpus linguistics and the corpus-based analysis and teaching of the English language. They share their views and experiences of the areas discussed in this volume, including the relationship between DDL and SLA research, the role of formulaic language, spoken language and pragmatics as areas of potential applications of learner corpus research (LCR) methods, the role of frequency in language learning and teaching and, among others, annotation.

01 01 JB code scl.102.04dir 06 10.1075/scl.102.04dir 75 96 22 Chapter 6 01 04 Chapter 4. L2 development of -ing clauses Chapter 4. L2 development of -ing clauses 01 04 A longitudinal study of Norwegian learners A longitudinal study of Norwegian learners 1 A01 01 JB code 171432364 Hildegunn Dirdal Dirdal, Hildegunn Hildegunn Dirdal University of Oslo 07 https://benjamins.com/catalog/persons/171432364 01 eng 03 00

Although -ing clauses are frequent in English, their acquisition has not received much attention, and there is a lack of longitudinal studies and detailed explorations of cross-linguistic influence. This longitudinal case study of five young Norwegian students reveals a developmental sequence for the syntactic roles of -ing clauses: complements of aspectual verbs > complements of other verbs and prepositions > bare adjuncts and postmodifiers of nouns > subjects. The sequence may arise from a combination of frequencies in the input and grammatical selection. Syntactic restrictions on Norwegian present participle clauses are not mirrored in the acquisition of -ing clauses, indicating that the students do not make an interlingual identification. Cross-linguistic influence is evident mainly in late acquisition and infrequent use of -ing clauses.

01 01 JB code scl.102.05kre 06 10.1075/scl.102.05kre 97 120 24 Chapter 7 01 04 Chapter 5. Collocations in learner English Chapter 5. Collocations in learner English 01 04 A true-longitudinal perspective A true-longitudinal perspective 1 A01 01 JB code 354432365 Rolf Kreyer Kreyer, Rolf Rolf Kreyer Philipps-Universität Marburg 07 https://benjamins.com/catalog/persons/354432365 01 eng 03 00

The present paper analyses the use of V-N collocations with the four ‘light’ verbs do, give, make and take in a corpus representing longitudinal written data from 83 German learners of English in their four final years of secondary school. The paper focuses on the development of correct and incorrect collocation use, the development of L1 interference, as well as intersubjective variability regarding these aspects. Corroborating previous studies, the paper shows that roughly one quarter of collocations is atypical with no significant changes over the four years. Around half of all erroneous collocations can be interpreted as the result of L1-interference. As regards individual paths of acquisition, the paper shows that students show a large degree of variability. The paper argues that collocations need to be taught explicitly, focusing on frequent collocations of medium restrictedness that show incongruity of L1 and L2.

01 01 JB code scl.102.06wei 06 10.1075/scl.102.06wei 121 148 28 Chapter 8 01 04 Chapter 6. Profiling learners through pragmatically and error annotated corpora Chapter 6. Profiling learners through pragmatically and error annotated corpora 1 A01 01 JB code 199432366 Martin Weisser Weisser, Martin Martin Weisser 07 https://benjamins.com/catalog/persons/199432366 01 eng 03 00

This proof-of-concept study presents a novel way of analysing learner language based on 20 randomly selected interviews from the Chinese part of the Louvain International Database of Spoken English Interlanguage (LINDSEI) (Gilquin et al., 2010), annotated both pragmatically and using a newly devised error analysis scheme. Annotation and initial analyses were primarily conducted in the Dialogue Annotation and Research Tool (DART) (Weisser, 2016b), and the relevant features extracted and normed by the number of functional (speech act) units to obtain meaningful comparable results across speakers. The results indicate that the majority of errors affect the coherence of the learners’ narrative and that the communicative strategies used by the learners exhibit a high number of discourse markers or response-signals used (em)phatically, apparently only serving as ‘planning facilitators’, rather than genuine structural or interactional devices.

01 01 JB code scl.102.07had 06 10.1075/scl.102.07had 149 176 28 Chapter 9 01 04 Chapter 7. Exploring the impact of data-driven learning in extensive reading Chapter 7. Exploring the impact of data-driven learning in extensive reading 1 A01 01 JB code 51432367 Gregory Hadley Hadley, Gregory Gregory Hadley Niigata University 07 https://benjamins.com/catalog/persons/51432367 2 A01 01 JB code 412432368 Hiromi Hadley Hadley, Hiromi Hiromi Hadley Niigata University 07 https://benjamins.com/catalog/persons/412432368 01 eng 03 00

While much of the research into the efficacy of data-driven learning (DDL) has focused on productive skills such as writing, less attention has been on how DDL affects receptive skills, such as reading. This chapter presents a four-year mixed-methods study, which investigates the impact of DDL on the extensive reading (ER) proficiency of second language learners in a Japanese national university. Conducted in three stages and under a wide range of class conditions, this study concludes that explicit forms of DDL are most successful with small groups and one-to-one instruction, where personal feedback and less pressure are key. Implicit forms of DDL tend to work best with larger class sizes, where it results in faster reading speeds and in greater amounts of material read.

01 01 JB code scl.102.08liu 06 10.1075/scl.102.08liu 177 206 30 Chapter 10 01 04 Chapter 8. Data-driven learning Chapter 8. Data-driven learning 01 04 Using #LancsBox in academic collocation learning Using #LancsBox in academic collocation learning 1 A01 01 JB code 635432369 Tanjun Liu Liu, Tanjun Tanjun Liu Hong Kong Baptist University 07 https://benjamins.com/catalog/persons/635432369 01 eng 03 00

This chapter investigates the effect of data-driven learning (DDL) by comparing the use of a new corpus tool, #LancsBox, with the use of a corpus-based collocations dictionary for academic collocation learning. Learners in the study improved their collocational knowledge by using #LancsBox, although not significantly. No improvement was found through consulting the collocations dictionary. The majority of learners believed that direct corpus consultation using concordance lines and collocation graphs facilitated their collocation learning, whereas learners in the dictionary group considered the use of a dictionary to be more beneficial for writing than learning collocations. Interestingly, learners from both groups reported that they would continue using the assigned tools in future language learning and teaching.

01 01 JB code scl.102.09wol 06 10.1075/scl.102.09wol 207 230 24 Chapter 11 01 04 Chapter 9. Scoledit Chapter 9. Scoledit 01 04 A tool to analyse learner writing and better understand the challenges of language education A tool to analyse learner writing and better understand the challenges of language education 1 A01 01 JB code 580432370 Claire Wolfarth Wolfarth, Claire Claire Wolfarth Grenoble Alpes University, Lidilem, Grenoble 07 https://benjamins.com/catalog/persons/580432370 2 A01 01 JB code 8432371 Claude Ponton Ponton, Claude Claude Ponton Grenoble Alpes University, Lidilem, Grenoble 07 https://benjamins.com/catalog/persons/8432371 3 A01 01 JB code 247432372 Catherine Brissaud Brissaud, Catherine Catherine Brissaud Grenoble Alpes University, Lidilem, Grenoble 07 https://benjamins.com/catalog/persons/247432372 01 eng 03 00

The purpose of Scoledit is to build a computer-aided longitudinal corpus of texts written by pupils between 6 and 11 years as well as associated automatic processing tools. This project seeks to produce linguistic descriptions of pupils’ writings and to facilitate the teaching of spelling and writing. Currently, an increasing number of projects aim to create large primary school corpora of French (Elalouf, 2005; Garcia-Debanc & Bonnemaison, 2014; David & Doquet, 2016). However, these corpora are neither longitudinal nor associated with natural language processing (NLP) tools (Wolfarth, 2017). This chapter discusses some of the automated tools for linguistic analyses developed and the advantages of the Scoledit project in the context of language teaching

01 01 JB code scl.102.10ton 06 10.1075/scl.102.10ton 231 252 22 Chapter 12 01 04 Chapter 10. CEFR-J"x"28 Chapter 10. CEFR-J × 28 01 04 Corpus-based multilingual pedagogical resources and e-learning systems for 28 languages Corpus-based multilingual pedagogical resources and e-learning systems for 28 languages 1 A01 01 JB code 21432373 Yukio Tono Tono, Yukio Yukio Tono Tokyo University of Foreign Studies 07 https://benjamins.com/catalog/persons/21432373 01 eng 03 00

This chapter discusses the development of multilingual pedagogical resources that make use of functional descriptors such as vocabulary and grammar items aligned to the CEFR levels in English. CEFR-J × 28 is a project that sets out to create multilingual pedagogical resources for 28 languages based upon the resources developed for the CEFR-J, a localised version of the CEFR for English language teaching in Japan. The chapter discusses the original CEFR-J project and its accompanying resources such as word/phrase lists, grammar and text profiles. It describes how to convert English resources into multiple languages using machine translation and multilingual corpora. A discussion of the advantages of this approach as well as future work is provided. The chapter discusses a series of e-learning tools developed to support learners’ vocabulary and grammar learning as well as a web-based learner corpus collection tool for multilingual spoken and written production.

01 01 JB code scl.102.ind 06 10.1075/scl.102.ind 253 255 3 Miscellaneous 13 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/scl.102 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20211222 C 2021 John Benjamins D 2021 John Benjamins 02 WORLD 13 15 9789027209894 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027258496 21 01 00 Unqualified price 02 99.00 EUR 01 00 Unqualified price 02 83.00 GBP GB 01 00 Unqualified price 02 149.00 USD