DOCSLIB.ORG

Measuring Attitudes and Their Implications for Language Education: a Critical Assessment" (Stephen J

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME ED 367 161 FL 021 883 AUTHOR Sadtono, Eugenius, Ed. TITLE Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28. INSTITUTION Southeast Asian Ministers of Education Organization (Singapore). Regional Language Centre. REPORT NO RELC-P-393-91 PUB DATE 91 NOTE 225p.; Selected papers from the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (Singapore, 1991). For individual papers, see FL 021 884-889, FL 021 891, ED 337 047, and ED 338 037. PUB TYPE Collected Works General (020' Collected Works Serials (022) EDRS PRICE MF01/PC09 Plus Postage. DESCRI?TORS *Attitude Measures; Classroom Techniques; Foreign Countries; Higher Education; High Schools; Interaction; Journal Writing; Language Attitudes; *Language Research; *Learning Theories; Oral Language; *Personality Traits; Research Methodology; Research Needs; *Second Language Instruction; Second Language Learning; Student Characteristics; Student Motivation; Student Role; Teacher Education; Theory Practice Relationship ABSTRACT A selection of papers on second language learning includes: "Second Language Acquisition Research in the Language Classroom" (David Nunan); "A Place for Second Language Acquisition in Teacher Development and in Teacher Education Programmes" (Rod Bolitho); "Dimensions in the Acquisition of Oral Language" (Martin Bygate, Don Porter); "The Learner's Effort in the Language Classroom" (N. S. Prabhu); "Diary Studies of Classroom Language Learning: The Doubting Game and the Believing Game" (Kathleen M. Bailey); "Personality and Second-Language Learning: Theory, Research and Practice" (Roger Griffiths); "The Contribution of SLA Theories and Research to Teaching Language" (Andrew S. Cohen, Diane Larsen-Freeman, Elaine Tarone); "The Matched-Guise Technique for Measuring Attitudes and Their Implications for Language Education: A Critical Assessment" (Stephen J. Gaies, Jacqueline D. Beebe); and "The Interaction Hypothesis: A Critical Evaluation" (Rod Ellis). (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * ft-An the original document. *********************************************************************** LANGUAGE ACQUISITION AND THESECOND/FOREIGN LANGUAGE CLASSROOM az REGIONAL LANGUAGE CENTRE Edited by EUGENIUS SADTONO ANTHOLOGY SERIES 28 ..... 7111111111V1Milii11111111111Imul U S IDEPARTMEhlr III OF EDUCATiON Otf,ce 0, Ech,cabonal Research THIS a nO r,00,0v00,001 TO REPRODUCE EOUCATtONAL RESOURCESINFoRmArioN "PERMISSION BY CENTER (ERIC) ill BEEN GRE1/4NTED fr.jes, MATERIAL HAS ent has been reproducedas II rile Person or organ, abon C Minor changes havade ill reproduchon e been m to morove I I quabty I %mist)! v,ev., III I mem do not necessanty0, OD,,,,005 Slared ,r, tr,.% docu represent othrtai ()EP) posMonor poficy faillil ill illillII /fill HRIEMIEA1:1111CNAllTCII!NiTAiR RirCL)11 EIS' I IIIj I I If 11Iiilljill 1II! il -BESTfcoiliiiiiiiiiiiulsaliti . > .4111111111111111111111111111111111111111iiii;:. LANGUAGE ACQUISITIONAND THE SECOND/FORE1GN LANGUAGE CLASSROOM LANGUAGE ACQUISITION AND THE SECOND/FOREIGN LANGUAGE CLASSROOM Edited by Eugenius Sadtono Anthology Series 28 Published by SEAMEO Regional Language Centre RELC R393-91 4 Copyright C 1991 by SEAMEO Regional Language Centre 30 Orange Grove Road Singapore 1025 ISBN 9971-74-040-0 ISSN 0129-8895 CONTENTS Page Foreword iii Introduction iv Second Language Acquisition Research in the Language Classroom 1 David Nunan A Place for Second Language Acquisition in Teacher Development and in Teacher Education Programmes 25 Rod Bo litho Dimensions in the Acquisition of Oral Language 38 Martin Bygate and Don Porter The Learner's Effort in the Language Classroom 49 N S Prabhu Diary Studies of Classroom Language Learning: The Doubting Game and the Believing Game 60 Kathleen M Bailey G Page Personality and Second-Language Learning: Theory, Research and Practice 103 Roger Griffiths The Contribution of SLA Theories and Research to Teaching Language 136 Andrew S Cohen, Diane Larsen-Freeman, and Elaine Tat-one The Matched-Guise Technique for Measuring Attitudes and Their Implications for Language Education: A Critical Assessment 156 Stephen J Gaies and Jacqueline D Beebe The Interaction Hypothesis: A Critical Evaluation 179 Rod Ellis 7 II FOREWORD One of the functions of SEAMEO RELC is tocollect and disseminate information related to the teaching, learning and useof languages within the region, and iniormation related to research prioritiesin these areas. The annual RELC Regional Seminar is held to fulfill this function.The theme of the 1991 Regional Seminar is "Language Acquisition and theSecond/Foreign Language Classroom" and the papers presented deal with a varietyof topics related to the theme which would be useful for teaching, learning and research.It is hoped therefore that the reader would benefit considerably fromreading the papers selected for this anthology. As language acquisition covers a verybroad area, for practical purposes we narrow it down tosecond/foreign language acquisition in the classroom.After all most of us are teachers of second/foreignlanguage in the classroom. Even within the classroom the problems of languageacquisition are not necessarily contained or minimised, in fact new problemsarise. The papers in this anthology reveal some newproblems, and we hope that we would be able to handle themusing some of the suggestions the writersmade. In addition, the reader would be able tolearn the current state of the art of SLA research from David Nunan and AndrewCohen et. al, the latest developments and techniques on SLA research from Stephen Gaiesand Jacqueline Beebe, as well as from Kathleen Bailey. Rod Ellis' criticalevaluation of the Interaction Hypothesis is challenging indeed. Prabhu's introduction ofthe typology of learner effort is a seminal contribution to SLA. Roger Griffith'sinsistence on personality as a strong variable in language acquisition will certainlyrevive our interest in personality theory. Martin Bygates' and Don Porter'sresearch findings on the relationship between task and language development willdefinitely stimulate further research on the topic, and Rod Bolitho's appeal to SLAresearchers to assist teacher trainers to become principled practitioners is worthy of ourattention. To conclude, let me avail myself of thisopportunity to express my deepest gratitude to all the paper presenters for theircontribution and all members of the organising conimittee for thcir hard work whichaccounted for the success of the seminar and the publication of this anthology. Edwin Goh Director INTRODUCTION Second Language Acquisition covers a widerange of topics. In the 1991 RELC Regional Seminar on Language Acquisitionand the Second/Foreign Language Classroom, the topics varied from theoreticaltreatment of SLA, quantitative and qualitative researchon SLA, to practical teaching-learning strategies in SLA. Due to financial constraints and muchto our regret, we cannot publish all of the selected papers we thought would beinteresting and thought provoking. The topics of the articles in this book alsovary. David Nunan's paper on Second Language Acquisition Research in the Classroom takesa critical assessment of the current state of SLA research, particularly researchintended to provide directions for classroom instruction. To improve research,be suggests five key points to be incorporated into future research design,they are (1) the implementation of more contextualised research, i.e.more classroom-based; (2) an extension of the theoretical bases of research agenda; (3)an extension of the range of research tools, techniques and methods; (4)a re-evaluation of the distinction between process-oriented and product-oriented research; and (5)a more active role for classroom practitioners in applied research. Rod Bolitho's paper on A Place for Second LanguageAcquisition in Teacher Development and in Teacher Education Programmesis for all intents and purposes an appeal to SLA researchers to assist pre-service and in-service teacher trainers to become 'principled practitioners'so they would be able to ask the right questions and to arrive at a better understanding of thereasons and explanations of successful language learning, to resist the temptations ofpanacea and recipe-type solutions, to lay the groundwork for continuing professionaldevelopment. He goes on to say that trainers need principled support, not confusingmessages from the world of research. In their paper en "Dimensions in the Acquisition of OralLanguage", Martin Bygate and Don Porter show the relationshipsbetween task and language development. Their paper is based on the result ofa small pilot study to answer the following questions: what is the effect of task familiarityon language production; and more generally, in what ways does oral productionon a given task improve? The result of the study suggests that there could beat least three different patterns of oral language development: in fluency, in linguisticcomplexity or in both. iv 9 Classroom", In his paper entitled "TheLearner's Effort in the Language in the classroom. In Prabhu identifies different formsof effort by language learners of learner effort, by firstintroducing the concepts addition, he suggests a typology by which the of imitation and cerebration.By cerebration he means the process other words, if by imitationthe learner copies the learner thinks things out. In cerebration s/he attempts to language knower's (theteacher's)
Recommended publications
  • A Critical Review of the Interactionist Approach to Second Language Acquisition

    A Critical Review of the Interactionist Approach to Second Language Acquisition

    Journal of Applied Linguistics and Language Research Volume 1, Issue 1, 2014, pp. 62-74 Available online at www.jallr.ir A Critical Review of the Interactionist Approach to Second Language Acquisition Saeid Najafi Sarem PhD Candidate of TEFL, English Department, Hamedan Branch, Islamic Azad University, Hamedan, Iran Yusef Shirzadi MA in TEFL, English Department, Hamedan Branch, Islamic Azad University, Hamedan, Iran Abstract The realm of language acquisition, either first or second language, has been under the influence of three major theories, namely Behaviorism, Innativism, and Interactionism. The key figures in these schools of thought are Skinner, Chomsky, and Vygotsky respectively. Each theory has contributed to the field by highlighting a specific aspect of the language acquisition process. Behaviorist theory has given the main role to the environment, introducing the concepts of imitation and habit-formation. On the other hand, the innativist theory has focused on the role of mind and cognitive processes in language learning. Taking advantage of both the behaviorist and innativist theories, in the 19th century, the interactinist approach emerged which concentrated on the role of social interaction in language learning. Based on this approach, learners should be exposed to comprehensible, negotiated, or modified input in their attempts to acquire a language. In the same line, the present article tries to provide a critical literature on the interactionist approach in second language learning. Therefore, this review first sheds light on the major theoretical points introduced by this theory; then it tries to discuss some of the main implications and applications of the social interactionist approach in the domain of second language learning.
  • 21 Individual Differences in Second Language Learning

    21 Individual Differences in Second Language Learning

    Individual Differences in Second Language Learning 525 21 Individual Differences in Second Language Learning ROD ELLIS 21.1 Introduction Learners vary enormously in how successful they are in learning a language. This is true for both first language (L1) and second language (L2) acquisition, although there is an important difference. In the case of L1 acquisition, children vary in their rate of acquisition but all, except in cases of severe environmental deprivation, achieve full competence in their mother tongue; in the case of L2 acquisition (SLA), learners vary not only in the speed of acquisition but also in their ultimate level of achievement, with a few achiev- ing native-like competence and others stopping far short. How can we explain these differences in achievement? Broadly speaking, three different sets of explanatory factors have been identified; social, cognitive, and affective. This chapter, however, will consider only those factors that lie inside the learner – the cognitive and affective factors – and will focus on L2 learning. Individual difference research has a considerable history in applied lin- guistics. Horwitz (2000a), reviewing publications in The Modern Language Journal from the 1920s up to the end of the 1970s, documents how interest in L2 learners’ differences evolved over the decades. She notes a marked change in the labels used to refer to individual differences: “The terms good and bad, intelligent and dull, motivated and unmotivated have given way to a myriad of new terms such as integratively and instrumentally motivated, anxious and com- fortable, field independent and field sensitive, auditory and visual” (p. 532, original emphasis).
  • Classroom Discourse Analysis in EFL Elementary Lessons

    Classroom Discourse Analysis in EFL Elementary Lessons

    International Journal of Languages, Literature and Linguistics, Vol. 1, No. 1, March 2015 Classroom Discourse Analysis in EFL Elementary Lessons Dorota Domalewska communication. Language thus activated and internalized Abstract—The present study is an attempt to confront the becomes part of the students’ cognitive resources [2]. problem of many Thai students’ failure to communicate fluently Learning needs to be meaningful as it allows “new pieces of and accurately in English. For this reason the study investigates information [to be] attached to existing knowledge so that a the patterns of teacher-student interaction in beginner EFL (English as a Foreign Language) lessons in a Thai elementary new, meaningful whole, like the completed puzzle, is formed” school. The analysis of classroom discourse shows that one-way [3]. Learning needs to be based on the processes of communication prevails in the lessons with the teachers leading assimilation, accommodation, developing meaningful teacher-fronted discussion and students listening and then either cognitive sets (i.e. forming logical connection and repeating after the teacher or responding briefly. If the students organization in the material), and using advanced organizers are engaged in a discussion, they are asked mainly comprehension, assent or educational (grammar and vocabulary) (i.e. general concepts that help the learner to organize and questions. Furthermore, an examination of the teachers’ and understand new material). Meaningful learning allows the students’ verbal behaviors shows frequent code-switching information to be retained for a longer period of time; the practices. information may be retrieved faster; furthermore, the student’s cognitive structure is developed. Index Terms—Classroom discourse analysis, code switching, Teachers tend to limit speaking opportunities for their elementary education, English as a foreign language.
  • The Shanghai Center for Research in English Language Education (SCRELE)

    The Shanghai Center for Research in English Language Education (SCRELE)

    The Shanghai Center for Research in English Language Education (SCRELE) The Shanghai Center for Research in English Language Education (SCRELE) was established in 2016 by the Shanghai Municipal Education Commission to push forward city-wide English curriculum innovations in basic education through in-depth university-school collaborations. Based at Shanghai International Studies University, SCRELE involves researchers, teacher educators and teachers from major universities, education development institutes, and schools in Shanghai and scholars from other parts of China. In particular, as one of the key research centers for humanities and social sciences in Shanghai, SCRELE aims to establish strong connections and collaborations with researchers, teacher educators and practitioners from overseas educational institutions. Currently, SCRELE has over 70 full-time and part-time researchers and keeps close contact with English teachers in primary and secondary schools in Shanghai, with Professor Rod Ellis, Professor Xiaotang Cheng, Professor Yuko Butler and a number of other prominent EFL scholars on its advisory board. In addition, SCRELE is now working with schools in Shanghai (e.g. Haitong Primary School, Shanghai Foreign Language School Affiliated to SISU, Fuxing Senior High School, Shanghai Beijiao School, etc.) and other parts of China in their school-based curriculum innovation projects through ongoing collaborations. As part of its first five-year plan, SCRELE has been: (1) conducting research projects on important aspects of English language education for young learners, including foreign language curriculum innovation, material development, teacher education, and assessment; (2) developing textbooks and instructional resources for Year 1 to Year 12 in alignment with the new national curriculum standards; (3) educating teachers to enable them to implement the new curriculum standards.
  • A Study of Chinese Second-Year English Majors' Code Switching

    A Study of Chinese Second-Year English Majors' Code Switching

    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 2, pp. 364-369, February 2015 DOI: http://dx.doi.org/10.17507/tpls.0502.17 A Study of Chinese Second-year English Majors’ Code Switching Phenomenon in Comprehensive English Course from the Perspective of Interlanguage Lili Cui Department of English, Guangdong University of Petrochemical Technology, Maoming, Guangdong Province, China Xianchun Xie Department of English, Guangdong University of Petrochemical Technology, Maoming, Guangdong Province, China Abstract—The paper analyzes functions and influencing factors of second-year English majors’ code switching in Comprehensive English Course on the basis of the interlanguage theory and other SLA (second language acquisition) models, i.e. Krashen’s Comprehensible Input Hypothesis and Affective Filter Hypothesis, Long’s Interaction Hypothesis and Swain’s Comprehensible Output Hypothesis. Index Terms—interlanguage, SLA, learners’ code switching in EFL classroom, functions, influencing factors I. INTRODUCTION Code is a neutral form, and it refers to the linguistic sign of any type. As Hudson states, code switching is to switch lingual varieties in bilingual or multilingual contexts. And learners’ code switching in EFL (English as a Foreign Language) class is the phenomenon that learners insert phonetic forms, vocabulary, phrases, sentences of MT (Mother Tongue) into English-dominated expressions or the activity that learners consciously or unconsciously inlay speech segments of MT into the grammatical system of English in the conversion between the two languages. There are many features of previous learners’ code switching in EFL class. Firstly, current classroom code switching studies are mostly conducted in primary schools, middle schools and non-English majors’ EFL classes in universities.
  • Investigating Tertiary Level EFL Learners' Willingness To

    Investigating Tertiary Level EFL Learners' Willingness To

    English Language Teaching; Vol. 11, No. 3; 2018 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English Tutku Başöz1 & İsmail Hakkı Erten2 1 Department of English Language Teaching, Balıkesir University, Balıkesir, Turkey 2 Department of English Language Teaching, Hacettepe University, Ankara, Turkey Correspondence: Tutku Başöz, Department of English Language Teaching, Balıkesir University, Balıkesir, Turkey. E-mail: [email protected] Received: October 29, 2017 Accepted: February 15, 2018 Online Published: February 17, 2018 doi: 10.5539/elt.v11n3p78 URL: http://doi.org/10.5539/elt.v11n3p78 Abstract The present study aimed to investigate Turkish EFL learners’ perceived levels of willingness to communicate (WTC) in English inside and outside the classroom. The study also aimed to explore whether there is a statistically significant difference between their in-class WTC in English and out-of-class WTC in English. The study, which employed a quantitative research design, was conducted with the participation of 701 EFL learners enrolled in the departments of Tourism Guidance and Tourism Management at Balıkesir University Faculty of Tourism located in Balıkesir, Turkey. The data collection instrument included a scale which measures the participants’ perceived levels of WTC in English. The data were analyzed descriptively through IBM SPSS 21. The findings of the study indicated that EFL learners have a moderate level of WTC in English. The findings also showed that there was a statistically significant difference between the participants’ perceived levels of their in-class WTC in English and their out-of-class WTC in English.
  • Input, Interaction, and Second Language Development

    Input, Interaction, and Second Language Development

    CORE Metadata, citation and similar papers at core.ac.uk Provided by Lancaster E-Prints SSLA, 21, 557±587. Printed in the United States of America. INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT An Empirical Study of Question Formation in ESL Alison Mackey Georgetown University This study examines the relationship between different types of con- versational interaction and SLA. Long's (1996) updated version of the interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the interaction hypothesis has been provided by studies that have explored the effects of interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for interaction on gram- matical development (Loschky, 1994). The central question ad- dressed by the current study was: Can conversational interaction facilitate second language development? The study employed a pre- test-posttest design. Adult ESL learners (N = 34) of varying L1 back- grounds were divided into four experimental groups and one control I am grateful to Susan M. Gass and Charlene Polio for insightful suggestions and help with this paper. I also want to thank Patsy Lightbown, Michael H. Long, Teresa Pica, and Merrill Swain for many helpful comments on the doctoral dissertation from which this paper arose. I am much indebted to Ian Thornton for assistance with the statistical analysis and discussions of many of the issues in- volved in this study.
  • The Interaction Hypothesis: a Literature Review

    The Interaction Hypothesis: a Literature Review

    The interaction hypothesis: A literature review Tran-Hoang-Thu Alliant International University [email protected] November 17th 2009 Abstract This paper will examine the interaction hypothesis (IH) in second language acquisition (SLA). To begin with a short discussion of the confusing terms in SLA such as theory, model, hypothesis, and construct will be done so as to help readers easily understand theories in the field of SLA and related concepts. Next, what the IH is, and who proposed it will be discussed in detail. How the IH has evolved and has been modified since its inception will then be pointed out. The origins of the IH will also be discussed. In addition, the role of the IH in the field of SLA will be presented together with its positive contributions as well as its caveats. Research studies that support the hypothesis and those that do not support it will both be listed. Moreover, all the constructs in the IH will be delineated. The implications that the hypothesis has for SLA pedagogical research will also be mentioned. Overall, the hypothesis can probably be considered as one of the most persuasive in current SLA literature. 1 To understand the literature in the field of SLA, a good understanding of certain commonly used terms in the field is needed and such terms as theory, model, hypothesis, and construct may appear confusing to some people. Therefore, a brief overview of these terms will be addressed. To begin with a theory, as VanPatten and Williams (2007) pointed out, at its most fundamental level, is a set of statements about natural phenomena which explains why these phenomena happen the way they do.
  • The Role of Input in Second Language Acquisition: an Overview of Four Theories

    The Role of Input in Second Language Acquisition: an Overview of Four Theories

    Available online at www.refaad.com BAES, 3(2)2019, 70-78 Research Article Bulletin of Advanced English Studies (BAES) Journal Homepage: https://www.refaad.com/views/BAES/home.aspx ISSN: 2617-6459 (Online) 2617-6440 (Print) The Role of Input in Second Language Acquisition: An Overview of Four Theories Nesreen Saud Alahmadi a* a Faculty of Art and Humanities, English Language Centre, Taibha University, Saudi Arabia Abstract Various theories of second language acquisition (SLA) attribute significant importance to the role of input in second language (L2) learning. The current paper attempts to explore the role of input through an overview of four theories of SLA. These theories highlight different views on the value of second language input to learners’ linguistic abilities. These theories are: the Input Hypothesis (Ellis, 1994, Krashen, 1985, 1989, Doughty & Long, 2003; Mackey & Gass 2015), the Input-Interaction-Output Hypothesis (Gass, 1988, 1991, 1994, 1997), the Input and Interaction Hypothesis (Long, 1980, 1985, Brown, 2007, Long, 2016) and the Autonomous Induction Theory (Carroll, 1999, 2001, 2007, Loewen & Sato 2017). Also, the role of interaction for L2 input will be discussed. In fact, learners’ acquisition of L2 depends on different factors, either external or internal as well as on learners’ experience of the language. Therefore, accounts of successful SLA have emphasised the influence of the quality of the input provided to learners, as it counts as one of these external factors. However, input alone cannot facilitate L2 learning, as learners cannot develop full linguistic ability in the target language without processing and practicing the transmitted information through interaction.
  • Study of Influence of Negative Transfer of L1 Thinking on Second Language Acquisition

    Study of Influence of Negative Transfer of L1 Thinking on Second Language Acquisition

    Original Research Article Study of Influence of Negative Transfer of L1 Thinking on Second Language Acquisition Jingyi Guo Qinghai Nationalities University, Xining City 810007, Qinghai Province, China Abstract: Language transfer is always the hot topic in the history of Linguistic researches. The influence of L1 thinking absolutely exists in the process of second language acquisition and varies with second language learners’ personal language acquisition ability. According to Piaget, junior high school students are in the transitional stage from the Concrete Operation to the Formal Operation, and some of them may belong to the later. Also, the learning years in junior high school is the initial time to study English grammar and write compositions, so this research takes junior high school students of Grade-one as research participant, and mainly focuses on the errors occur in their English compositions. Through the analysis of the reason why they made such errors, the author aims at revealing the influence of L1 thinking on Chinese students’ second language acquisition, also, the author intends to help educators to have clearer thoughts when sorting out educational plans and strategies, and enable both teachers and students to realize the importance of cultivating students’ second language thinking in junior high school. Keywords: L1 Thinking; Second Language Acquisition; Negative Transfer; Second Language Writing 1. Introduction 1.1 Research background Language transfer is an important course in Linguistics. Rod. Ellis had ever defined L1 transfer and mentioned its influence was apparent in ways like listening, speaking, reading and writing in Second Language Acquisition in 1997. In English syllabus, students with more than three or four years’ English learning experience should have ability of writing simple letters by using the given information or samples.
  • Negative Language Transfer in Learner English: a New Dataset

    Negative Language Transfer in Learner English: a New Dataset

    Negative language transfer in learner English: A new dataset Leticia Farias Wanderley Nicole Zhao Carrie Demmans Epp EdTeKLA Research Group Department of Computing Science University of Alberta {fariaswa,zzhao1,cdemmansepp}@ualberta.ca Abstract Although learner corpora are used to model grammatical error correction systems, they are not Automatic personalized corrective feedback as often employed in the enhancement of learner can help language learners from different back- feedback. Language learners benefit from direct grounds better acquire a new language. This paper introduces a learner English dataset in corrective feedback (Sheen, 2007). Moreover, feed- which learner errors are accompanied by in- back that makes them reflect upon their errors and formation about possible error sources. This distinguish a cause for their mistakes correlates dataset contains manually annotated error to increased performance (Demmans Epp and Mc- causes for learner writing errors. These causes Calla, 2011; Sheen, 2007; Shintani and Ellis, 2013; tie learner mistakes to structures from their Karim and Nassaji, 2020). In this paper, we intro- first languages, when the rules in English and duce a learner English dataset enhanced with error in the first language diverge. This new dataset will enable second language acquisition re- cause information and concrete examples of learner searchers to computationally analyze a large errors that relate to the learners’ first language. It quantity of learner errors that are related to has the potential to help create computational mod- language transfer from the learners’ first lan- els that provide personalized feedback to English guage. The dataset can also be applied in per- language learners based on the learners’ native lan- sonalizing grammatical error correction sys- guages.
  • Lourdes Ortega Curriculum Vitae

    Lourdes Ortega Curriculum Vitae

    Lourdes Ortega Curriculum Vitae Updated: August 2019 Department of Linguistics 1437 37th Street NW Box 571051 Poulton Hall 250 Georgetown University Washington, DC 20057-1051 Department of Linguistics Fax (202) 687-6174 E-mail: [email protected] Webpage: https://sites.google.com/a/georgetown.edu/lourdes-ortega/ EDUCATION 2000 Ph.D. in Second Language Acquisition. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1995 M.A. in English as a Second Language. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1993 R.S.A. Dip., Diploma for Overseas Teachers of English. Cambridge University/UCLES, UK. 1987 Licenciatura in Spanish Philology. University of Cádiz, Spain. EMPLOYMENT since 2012 Professor, Georgetown University, Department of Linguistics. 2004-2012 Professor (2010-2012), Associate Professor (2006-2010), Assistant Professor (2004-2006), University of Hawai‘i at Mānoa, Department of Second Language Studies. 2002-2004 Assistant Professor (tenure-track), Northern Arizona University, Department of English. 2000-2002 Assistant Professor (tenure-track). Georgia State University, Department of Applied Linguistics and ESL. 1999-2000 Visiting Instructor of Applied Linguistics, Georgetown University, Department of Linguistics. 1994-1998 Research and Teaching Graduate Assistant, University of Hawai‘i at Mānoa, College of Languages, Linguistics, and Literature. 1987-1993 Instructor of Spanish, Instituto Cervantes of Athens, Greece. FELLOWSHIPS 2018: Distinguished Visiting Fellow at the Graduate Center, City University of New York, Advanced Research Collaborative (ARC). August through December, 2018. 2010: External Senior Research Fellow at the Freiburg Institute of Advanced Studies (FRIAS), University of Freiburg. One-semester residential fellowship at FRIAS to carry out project titled Pathways to multicompetence: Applying usage-based and constructionist theories to the study of interlanguage development.