Learner English on Computer

Abstract

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.