Article published in:
Spanish Learner Corpus Research: Current trends and future perspectives
Edited by Margarita Alonso-Ramos
[Studies in Corpus Linguistics 78] 2016
► pp. 143–168

The Aprescrilov corpus, or broadening the horizon of Spanish language learning in Flanders

| KU Leuven
| UGent
| FWO
Learner corpora (LC) are increasingly gaining interest, particularly with regard to their potential to facilitate research in Second Language Acquisition (SLA) and Foreign Language Teaching (FLT). However, there appears to be a lack of progress in establishing strong, bidirectional links between LC and SLA / FLT, due to (i) a shortage of longitudinal studies that would allow scholars to establish causality in interpreting corpus data analyses, and even better, test the efficiency of pedagogical adjustments and (ii) the fact that it is more typical of LC analysis to describe learner language rather than attempt to explain it (Hasko 2013: 4–5).In this chapter, we aim to contribute to narrowing the gap between LC and FLT by showing how we use the Aprescrilov corpus in order to perform longitudinal studies, leading to useful insights in SLA and to an analysis of what triggered learners to make errors and how they can be avoided. Finally, we here show how impact studies based on LC can lead to considerable improvements in language teaching and learning, in this case of Spanish as a FL.
Keywords: learner corpora, SFL, (pseudo)longitudinal studies, learner/task variety
Published online: 16 December 2016
https://doi.org/10.1075/scl.78.06buy
References

References

Buyse, K.
2006 Motivating writing teaching. ITL Review of Applied Linguistics 152:111–126. CrossrefGoogle Scholar
2008 Aprendo a escribir en 10 pasos. Español para Fines Específicos. In Actas del III Congreso Internacional para Fines Específicos, Utrecht, noviembre de 2006, 191–200. Madrid: Ministerio de Educación y Ciencia. http://​cvc​.cervantes​.es​/ensenanza​/ciefe​/indice3​.htm
2010 La expresión escrita en la clase de ELE: Ingredientes esenciales, sazonados o no con TIC. Mosaico 26: 4–13.Google Scholar
2011 Effective writing tasks and feedback for the internet generation. Language Learning in Higher Education 1(2): 1–22.Google Scholar
2014 Una hoja de ruta para integrar las TIC en el desarrollo de la expresión escrita: recursos y resultados. Journal of Spanish Language Teaching 1(1): 101–115. CrossrefGoogle Scholar
Buyse, K., Delbecque, N. & Speelman, D.
2009 Trampas y pistas para la expresión escrita de los neerlandófonos. Madrid: Edelsa.Google Scholar
Buyse, K. & González Melón, E.
2013 El corpus de aprendices Aprescrilov y su utilidad en la Bélgica multilingüe. In ASELE, actas del XXIII Congreso Internacional, 18–22 September 2012, Gerona.Google Scholar
Callies, M. & Paquot, M.
2015 Learner corpus research. An interdisciplinary field on the move. International Journal of Learner Corpus Research 1(1): 1–6. CrossrefGoogle Scholar
Callies, M., Paquot, M. & Tono, Y.
2015 An interview with Yukio Tono. In memoriam Geoffrey Leech. International Journal of Learner Corpus Research 1(1): 160–171. CrossrefGoogle Scholar
Corder, S.P.
1981 Error Analysis and Interlanguage. Oxford: OUP.Google Scholar
Cruz Piñol, M.
2012 Lingüística de corpus y enseñanza del español como 2/L. Madrid: Arco/Libros.Google Scholar
Díaz-Negrillo, A. & Fernández Domínguez, J.
2006 Error tagging systems for learner corpora. Revista Española de Lingüística Aplicada 19:83–102.Google Scholar
Fernández, S.
2007 Interlengua y análisis de errores en el aprendizaje del español como lengua extranjera. Madrid: Edelsa.Google Scholar
Fernández Pereda, L., Buyse, K. & Verveckken, K.
2014 Error analysis, contrastive linguistics and learner corpora, or how to use current linguistic tools to improve the level in SFL class: the case of change-of-state verbs. Studies van de BKL/Travaux du CBL/ Papers of the LSB (Belgische Kring voor Linguïstiek) 8:59–68.Google Scholar
Granger, S.
1996 From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora. In Languages in Contrast. Text-based Cross-linguistic Studies, Aijmer, K., B. Altenberg & M. Johansson (eds), 37–51. Lund: Lund University Press.Google Scholar
2009 The contribution of learner corpora to second language acquisition and foreign language teaching: A critical evaluation. In Corpora and Language Teaching [Studies in Corpus Linguistics 33], K. Aijmer, (ed.), 13–32. Amsterdam: John Benjamins. CrossrefGoogle Scholar
2015 Contrastive interlanguage analysis. A reappraisal. International Journal of Learner Corpus Research 1(1): 7–24. CrossrefGoogle Scholar
Hasko, V.
2013 Capturing the dynamics of second language development via learner corpus research: A very long engagement. The Modern Language Journal 97(1): 2–10.Google Scholar
Lumley, M.A. & Provenzano, K.M.
2003 Stress management through written emotional disclosure improves academic performance among college students with physical symptoms. Journal of Educational Psychology 95(3): 641–649. Crossref
Morimoto, Y. & Pavón Lucero, M.V.
2007 Los verbos pseudo-copulativos del español. Madrid: Arco/Libros.Google Scholar
Pastor Cesteros, S.
2001 La concordancia en la interlengua de los aprendices de español como lengua extranjera. In Tendencias y líneas de investigación en adquisición de segundas lenguas. Estudios de Lingüística. Anexo 1, S. Pastor Cesteros & V. Salazar Díaz (eds), 95–112, Alicante: Universidad de Alicante.Google Scholar
Santos Gargallo, I.
2008 El análisis de errores en la interlengua del hablante no nativo. In Vademécum para la formación de profesores: Enseñar español como segunda lengua (L 2) / lengua extranjera (LE), J. Sánchez Lobato & I. Santos Gargallo (eds), 391–410, Madrid: SGEL.Google Scholar
Selinker, L.
1972 Interlanguage. International Review of Applied Linguistics in Language Teaching 10(3): 209–232.Google Scholar
Stevens, L.
2010 Análisis de errores en un corpus de aprendices: La concordancia sustantivo-adjetivo. MA dissertation, KU Leuven.Google Scholar
Termonia, A.
2014 Een onderzoek naar de frequentste fouten die Nederlandstalige eerstejaarsstudenten maken na het eerste semester Spaans aan een Vlaamse universiteit. MA dissertation, KU Leuven.Google Scholar
Suby, J. & Asención-Delaney, Y.
2009 El uso del español del profesor en las clases de principiantes. Hispania 92(3): 593–607.Google Scholar
Thewissen, J.
2013 Capturing L2 accuracy developmental patterns: Insights from an error-tagged EFL learner corpus. The Modern Language Journal 97(1): 78–101.Google Scholar
Tracy-Ventura, N. & Myles, F.
2015 The importance of task variability in the design of learner corpora for SLA research. International Journal of Learner Corpus Research 1(1): 58–95. CrossrefGoogle Scholar
Uriel Domínguez, M.
2014 The Use of Collocations: From Cognitive Linguistics to Learner Corpus Analysis. MA dissertation, Universidad de Barcelona.Google Scholar
Valsgård, P.
2007 Verbos transformativos y resultativos en castellano. Un estudio de términos y construcciones correspondientes al verbo «bli» en noruego. MA dissertation, Oslo University.Google Scholar
Van Gorp, Lise
2014 El porqué de la decena de verbos pseudo-copulativos de cambio en español. Hacia una aclaración cognitiva y funcional. PhD dissertation, KU Leuven.Google Scholar
Cited by

Cited by other publications

Salido, Marcos García, Paula Lorente & Almudena Basanta
2019. Las construcciones con verbos de apoyo del español en la producción escrita de aprendices francófonos. Journal of Spanish Language Teaching 6:1 ► pp. 32 ff. Crossref logo
Yamada, Aaron, Sam Davidson, Paloma Fernández-Mira, Agustina Carando, Kenji Sagae & Claudia Sánchez-Gutiérrez
2020. COWS-L2H: A corpus of Spanish learner writing. Research in Corpus Linguistics 8 ► pp. 17 ff. Crossref logo

This list is based on CrossRef data as of 29 december 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.