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Approaching language transfer through text classification [[electronic resource] ] : explorations in the detection-based approach / / edited by Scott Jarvis and Scott A. Crossley
| Approaching language transfer through text classification [[electronic resource] ] : explorations in the detection-based approach / / edited by Scott Jarvis and Scott A. Crossley |
| Pubbl/distr/stampa | Bristol ; ; Buffalo, : Multilingual Matters, c2012 |
| Descrizione fisica | 1 online resource (196 p.) |
| Disciplina | 401/.93 |
| Altri autori (Persone) |
JarvisScott <1966->
CrossleyScott A |
| Collana | Second language acquisition |
| Soggetto topico |
Language transfer (Language learning)
English language - Rhetoric - Study and teaching |
| Soggetto non controllato |
computer classifiers to detect language background
crosslinguistic influence in SLA crosslinguistic influence detection-based approach learners’ native-language backgrounds transfer in SLA transfer in language learning |
| ISBN |
9781847696991
9786613770448 1-84769-699-6 |
| Classificazione | ES 760 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Contents -- Contributors -- 1. The Detection-Based Approach: An Overview -- 2. Detecting L2 Writers’ L1s on the Basis of Their Lexical Styles -- 3. Exploring the Role of n-Grams in L1 Identification -- 4. Detecting the First Language of Second Language Writers Using Automated Indices of Cohesion, Lexical Sophistication, Syntactic Complexity and Conceptual Knowledge -- 5. Error Patterns and Automatic L1 Identification -- 6. The Comparative and Combined Contributions of n-Grams, Coh-Metrix Indices and Error Types in the L1 Classification of Learner Texts -- 7. Detection-Based Approaches: Methods, Theories and Applications |
| Record Nr. | UNINA-9910779377603321 |
| Bristol ; ; Buffalo, : Multilingual Matters, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to use corpora in language teaching / / edited by John McH. Sinclair
| How to use corpora in language teaching / / edited by John McH. Sinclair |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Philadelphia, PA, : J. Benjamins, 2004 |
| Descrizione fisica | 1 online resource (316 pages) |
| Disciplina | 418/.00285 |
| Altri autori (Persone) | SinclairJohn <1933-2007.> |
| Collana | Studies in corpus linguistics |
| Soggetto topico |
Language and languages - Computer-assisted instruction
Linguistics |
| ISBN |
9786612160493
9781282160491 1282160494 9789027295576 9027295573 |
| Classificazione | ES 760 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
How to Use Corpora in Language Teaching -- Editorial page -- Title page -- LCC page -- Table of contents -- List of contributors -- Introduction -- Background to this book -- Design and content -- Acknowledgement -- Notes -- References -- The corpus and the teacher -- In the classroom -- Corpora in the classroom -- 1. Introduction -- 2. Bringing corpora to the classroom -- 2.1. Data-driven Learning (DDL) or ``The learner as researcher'' -- 2.2. Language learning as (schema-based) restructuring -- 2.3. Learner and translation corpora for language learners and translation students -- 2.4. Learning LSP with corpora -- 3. Discovery Learning (DL) or ``The learner as traveller'' -- 4. The past, and the future -- 5. Conclusion -- Notes -- References -- Appendix -- In preparation -- What teachers have always wanted to know - and how corpora can help -- Corpora and linguistic description -- Corpus-based studies and ESL / EFL teaching -- Corpus analysis and teachers' language awareness -- TeleNex -- Teachers' questions and corpus evidence -- Synonymous lexical items -- Grammar rules and conflicting evidence -- Rationalization of collocations -- Implications for language teacher education -- Notes -- References -- Resources - Corpora -- Corpus variety -- Corpus linguistics, language variation, and language teaching -- The linking adverbial though -- Comparing many language features simultaneously -- Conclusion -- Acknowledgements -- Note -- References -- Appendix -- Spoken - general -- Spoken corpus for an ordinary learner -- 1. Introduction -- 2. Authenticity -- 3. Communicative utility -- 4. Formulaic expressions -- 5. Taking the corpus to the classroom -- 6. Hands-on -- 7. Conclusion -- References -- Spoken - an example -- The use of concordancing in the teaching of Portuguese -- Introduction -- Linguistic resources.
Resources for corpus-based teaching -- Lexis and text type -- Conclusion -- References -- Learner corpora -- Learner corpora and their potential for language teaching -- 1. Introduction -- 2. Learner corpora -- 2.1. Learner corpora - the state of the art -- 2.2. Potential and limitations of learner corpora -- 2.3. Ways forward -- 3. Learner corpora and language teaching -- 3.1. Learner corpus studies -- 3.2. Learner corpora and pedagogic material -- 3.3. Learner corpora and data-driven learning -- 4. Conclusion -- Notes -- References -- Appendix -- Current learner corpora and learner corpus projects -- Research -- Composition -- The use of adverbial connectors in Hungarian university students' argumentative essays -- 1. Introduction -- 2. A brief overview of issues concerning the teaching of connectors -- 2.1. The significance of connectors -- 2.2. Why are connectors difficult? -- 3. Research questions -- 4. Methods -- 4.1. The participants and the corpus -- 4.2. Terminology and analytical decisions -- 5. Results and discussion -- 5.1. Adverbial connectors in the Hungarian Corpus -- 5.2. The distribution of adverbial connectors in the Hungarian Corpus -- 5.3. The most common types of semantic relationships in the Hungarian Corpus -- 5.4. The span of the relations marked by adverbial connectors -- 5.5. The position of adverbial connectors in the texts produced by Hungarian writers -- 5.6. Register awareness in the use of adverbial connectors in the Hungarian Corpus -- 6. Conclusion -- 7. Implications for teaching -- 7.1. A concordance-based classroom activity on adverbial connectors -- Notes -- References -- Textbooks -- A corpus-driven approach to modal auxiliaries and their didactics -- 1. Introduction -- 2. Modals in spoken British English (BNC analysis) -- 2.1. Frequency analysis -- 2.2. Different meanings analysis -- 2.3. Co-occurrence analysis. 3. Modals in EFL teaching (textbook analysis) -- 3.1. Frequency analysis -- 3.2. Different meanings analysis -- 3.3. Co-occurrence analysis -- 4. Comparison: The use of modals in ``real'' English and in ``school'' English -- 5. Suggestions for the improvement of teaching materials -- 6. Conclusion -- Notes -- References -- Resources - Computing -- Basic processing -- Software for corpus access and analysis -- 1. Starting with the text -- 2. Creating a wordlist -- 3. Adding context -- 3.1. Collocates and collocations -- 4. Wider context -- 5. Lexical frameworks -- 6. More on context -- 6.1. Annotation as context -- 7. Conclusion -- References -- Programming -- Simple Perl programming for corpus work -- 1. Introduction -- 2. When to use Perl -- 3. Step 1: Finding the interpreter and changing access rights -- 4. The Toolbox -- 4.1. Tool no 1: The tokeniser -- 4.2. Tool no 2: The word splitter -- 4.3. Tool no 3: The frequency counter -- 4.4. Tool no 4: A plain concordancer -- 5. Conclusion -- Note -- References -- Network -- Learner oral corpora and network-based language teaching -- Introduction -- 1. The scope of Network-Based Language Teaching (NBLT) -- 2. The scope of Learner Oral Corpora (LOC) -- 3. Strategic foundations of LOC in networked environments -- 4. The digital bridge -- Notes -- References -- Prospects -- New evidence, new priorities, new attitudes -- Introduction -- 1. Four features of language and language description -- 2. Are they inherent in the language or do they arise in the description? -- 3. New hypotheses -- 4. Implications for teaching and learning -- Conclusion -- Notes -- References -- Notes on contributors -- Index -- The series STUDIES IN CORPUS LINGUISTICS. |
| Record Nr. | UNINA-9910964620303321 |
| Philadelphia, PA, : J. Benjamins, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Phraseology in foreign language learning and teaching / / edited by Fanny Meunier, Sylviane Granger
| Phraseology in foreign language learning and teaching / / edited by Fanny Meunier, Sylviane Granger |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Philadelphia, : J. Benjamins Pub. Co., 2007 |
| Descrizione fisica | viii, 259 p |
| Disciplina | 401/.93 |
| Altri autori (Persone) |
MeunierFanny
GrangerSylviane <1951-> |
| Soggetto topico |
Language and languages - Study and teaching
Phraseology - Study and teaching |
| ISBN |
9786612151996
9781282151994 1282151991 9789027291318 9027291314 |
| Classificazione | ES 760 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Phraseology in Foreign Language Learningand Teaching -- Title page -- LCC data -- dedication page -- Table of contents -- List of contributors -- Acknowledgements -- Phraseology -- Acknowledgement -- References -- Introduction -- Section I. Extracting and describing phraseological units -- Phraseology and language pedagogy -- 1. Introduction -- 2. The phraseology of high frequency verbs -- 2.1 Retrieval of significant collocations -- 2.2 Eight verbs under the microscope -- 2.3 Semantic prosody and semantic preference -- 3. Phraseology and language pedagogy: concluding remarks -- References -- Essential collocations for learners of English -- 1. Introduction -- 2. Basic framework -- 2.1 Definitions and classifications -- 2.2 Criteria -- 3. A multi-dimensional framework -- 3.1 A detailed view of the three dimensions -- 3.2 The statistical dimension as a starting point for a revised account of collocation -- 3.3 The semantic and lexical dimensions as supporters -- 4. The role of direction and weight -- 4.1 Collocational direction -- 4.2 Collocational attraction -- 5. Conclusion -- Acknowledgement -- References -- Dictionaries -- Corpus -- Phraseology effects as a trigger for errors in L2 English -- 1. Formulaic effects and fossilization -- 2. Pluralized adjectives: What happened to the good olds times? -- 3. Pluralized mass nouns: A huge amount of informations in our goggle-box -- 4. Third person -s: Modern life seem to be very chaotic -- 5. Adverb placement: People accept passively this brainwashing -- 6. Phraseological effects: Blending, bonding and burying -- References -- Contrasting English-Spanish interpersonal discourse phrases -- 1. Introduction -- 2. English-Spanish contrastive metadiscourse studies -- 2.1 English-Spanish studies on interactional phrases in EFL student writing -- 3. The present study -- 4. Results and discussion.
5. Conclusion -- References -- Exemplification in learner writing -- 1. Introduction -- 2. Data and methodology -- 3. Exemplification in native writing -- 4. Exemplification in learner writing -- 4.1 Shared multi-word units -- 4.2 Multi-word units specific to French learner writing -- 5. Transfer of L1 multi-word units -- 6. Pedagogical implications -- 7. Conclusion -- Acknowledgements -- References -- Section II. Learning phraseological units -- Why can't you just leave it alone? -- 1. Introduction -- 2. Memorization and language learning -- 3. What happens when we memorize text -- 4. Profiling learner proficiency on the basis of memorization -- 4.1 The data set -- 4.2 Data analysis -- 5. Deviation profiling -- 5.1 Distributions of deviations -- 5.2 Differences by L1 -- 5.3 Individual profiles -- 6. Conclusion -- References -- Appendix -- Phraseology and English for academic purposes -- 1. Introduction -- 2. Phraseology and pedagogy in EAP -- 2.1 Why are phrases important in EAP? -- 2.2 What phrases should we teach in EAP? -- 2.3 What pedagogical approach should we use? -- 3. What barriers do our students encounter in using formulaic sequences in their writing? -- 4. Conclusion -- References -- Multiword expressions and the digital turn -- 1. Introduction -- 2. The challenge to learners -- 3. The challenges to lexicography -- 4. Knowledge representation -- 5. Toward an alternative view of lexical knowledge and digital resources -- 6. Lexical representations as passive -- 7. An illustration: Collocator -- 8. Lexical knowledge discovery -- 9. Learning multiword expressions and the nature of the World Wide Web -- 10. Conclusion -- Acknowledgements -- References -- Section III. Recording and exploiting phraseological units -- Phraseology in learners' dictionaries -- 1. Introduction -- 2. Definitions of collocation. 3. Coverage of semantically transparent items in encoding dictionaries -- 3.1 Spoken English -- 3.2 Written English -- 4. Semantically transparent collocations in learner language -- 5. Lexicographic treatment of fully transparent collocations: Suggestions for improvement -- 5.1 Selection -- 5.2 Classification -- 6. Conclusion -- References -- 1. Dictionaries -- 2. Other literature -- Compilation, formalisation and presentation of bilingual phraseology -- 1. Introduction -- 2. Lexicographical issues in bilingual phraseology -- 2.1 Difficulties in processing bilingual phraseology -- 2.2 Are bilingual phraseological dictionaries necessary? -- 3. Semantically oriented modelling of bilingual phraseology -- 3.1 Compilation and formalisation of bilingual phraseology -- 3.2 A unit of meaning as an access point to the foreign language lexicon -- 4. Presentation of bilingual phraseology -- 4.1 Designing of conceptual frameworks -- 4.2 Presentation within a multifunctional electronic dictionary -- 5. Conclusion -- References -- The phraseological patterns of high-frequency verbs in advanced English for general purposes -- 1. Introduction -- 2. Selection, sequencing and presentation of vocabulary content -- 3. The TeMa corpus -- 4. Methodology: Extracting and classifying phraseological patterns -- 5. Pedagogical exploitation -- 5.1 Exercise focus -- 5.2 Learning activities -- 5.3 Lexical focus -- 6. Conclusion -- Acknowledgements -- References -- Textbooks -- Section IV. Concluding remarks -- Phraseology in language learning and teaching -- References -- Author index -- Subject index. |
| Record Nr. | UNINA-9910975176503321 |
| Philadelphia, : J. Benjamins Pub. Co., 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||