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E-grāmata: Corpus Linguistics for Writing Development: A Guide for Research

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Corpus Linguistics for Writing Development: A Guide for ResearchPalielināt
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Corpus Linguistics for Writing Development provides a practical introduction to using corpora in the study of first and second language learners written language over time and across different levels of proficiency. Focusing on development in the use of vocabulary, formulaic language, and grammar, this book

discusses how corpus research can contribute to our understanding of writing development and to pedagogical practice;

reviews a range of corpus techniques for studying writing development from the perspectives of vocabulary, grammar, and formulaic language and interrogates the methodological bases of those techniques; and

guides readers to perform practical analyses of learner writing using the R open-source programming language.

Aimed at the novice researcher, this book will be key reading for advanced undergraduate and postgraduate students in the fields of education, language, and linguistics. It will be of particular interest to those interested in first or second language writing, language assessment, and learner corpus research.
Acknowledgements x
Part One Foundations
1(32)
1 Studying writing development with a corpus
3(12)
1.1 Introduction
3(1)
1.2 Using a corpus to study writing development
4(7)
1.3 How does writing development relate to vocabulary, grammar, formulaic language?
11(1)
1.4 Outline of the book
12(3)
Note
13(1)
References
13(2)
2 Learner corpus analysis in practice: some basics
15(18)
2.1 Introduction
15(1)
2.2 Some housekeeping: getting your computer ready
16(1)
2.3 Getting to know R and RStudio
16(7)
2.3.1 Introduction: why learn R?
16(2)
2.3.2 Entering commands: the Console and Scripts
18(2)
2.3.3 Functions
20(1)
2.3.4 Vectors
21(1)
2.3.5 Getting help
22(1)
2.4 Some fundamentals of corpus research: encoding, markup, annotation, and metadata
23(4)
2.5 Corpora used in this book
27(1)
2.6 Automatically annotating your corpus for part of speech and syntactic relationships
27(3)
2.6.1 Introduction
27(1)
2.6.2 Make sure you have the required software
28(1)
2.6.3 Prepare the corpus for parsing
28(1)
2.6.4 Make a list of the files you want to process
28(1)
2.6.5 Run the CoreNLP pipeline
29(1)
2.7 Conclusion
30(1)
2.8 Taking it further
31(2)
Notes
31(1)
References
31(2)
Part Two Studying vocabulary in writing development
33(60)
3 Understanding vocabulary in learner writing
35(24)
3.1 Introduction
35(1)
3.2 Theorizing development in vocabulary
35(2)
3.2.1 Introduction
35(1)
3.2.2 Breadth, depth, and fluency
36(1)
3.2.3 Aspects of word knowledge
36(1)
3.3 Measures of vocabulary development
37(7)
3.3.1 Introduction
37(1)
3.3.2 Lexical diversity
37(2)
3.3.3 Lexical sophistication
39(1)
3.3.3 Word length
39(1)
3.3.3 Word frequency
40(1)
3.3.3 Register-based measures
41(1)
3.3.3 Contextual distinctiveness
42(1)
3.3.3 Semantic measures
43(1)
3.3.3 Psycholinguistic measures
44(1)
3.4 Complicating factors
44(9)
3.4.1 Introduction
44(1)
3.4.2 What is a `word'?
44(1)
3.4.2 Defining words
44(1)
3.4.2 Defining word tokens
45(1)
3.4.2 Defining word types
46(3)
3.4.3 Choosing a suitable reference corpus
49(2)
3.4.4 Relationships between measures of diversity and sophistication
51(2)
3.4.5 Vocabulary knowledge depth
53(1)
3.5 Conclusion
53(1)
3.6 Taking it further
54(5)
Notes
54(1)
References
54(5)
4 Vocabulary research in practice: diversity and academic vocabulary
59(34)
4.1 Introduction
59(1)
4.2 Measuring vocabulary diversity
60(14)
4.2.1 Getting the metadata and corpus fdenames
60(2)
4.2.2 Generating CTTR scores
62(8)
4.2.3 Recording the results
70(1)
4.2.4 Analyzing vocabulary diversity
70(4)
4.3 Studying academic vocabulary
74(15)
4.3.1 Preparing the list of academic vocabulary
75(1)
4.3.2 Converting the parsed corpus to an easier-to-use format
76(4)
4.3.3 Identifying AVL words in the learner corpus
80(5)
4.3.4 Visualizing variation in measures
85(2)
4.3.5 Investigating the patterns
87(2)
4.4 Conclusion
89(4)
Notes
90(1)
References
90(3)
Part Three Studying grammar in writing development
93(44)
5 Understanding grammar in learner writing
95(18)
5.1 Introduction
95(1)
5.2 Studying development through grammar
96(3)
5.2.1 Models of grammar
96(1)
5.2.2 Selecting and interpreting grammatical features
97(2)
5.3 Approaches to grammatical development
99(9)
5.3.1 Varieties of grammatical approaches
99(1)
5.3.2 Development in grammatical complexity
99(2)
5.3.3 Multi-dimensional analysis
101(4)
5.3.4 Usage-based models of development
105(3)
5.4 Conclusion
108(1)
5.5 Taking it further
109(4)
Notes
109(1)
References
110(3)
6 Grammar research in practice: evaluating parser accuracy
113(24)
6.1 Introduction
113(1)
6.2 Reading a parsed corpus
113(2)
6.3 Accuracy evaluation and fixtagging: an introduction
115(3)
6.4 Accuracy evaluation and fixtagging: a worked example
118(13)
6.4.1 Hand-annotating a sample of texts
118(1)
6.4.2 Getting metadata and filenames
119(1)
6.4.3 Identifying and counting adjectives
120(3)
6.4.4 Identifying true positives, false positives, and false negatives
123(2)
6.4.5 Calculating precision and recall
125(1)
6.4.6 Identifying matches and differences in hand vs. computer parses
126(2)
6.4.7 Identifying and fixing parsing errors
128(3)
6.5 Tracing development in a grammatical feature
131(3)
6.5.1 Counting a feature in texts
132(1)
6.5.2 Visualizing variation across learner groups
133(1)
6.6 Conclusion
134(3)
Notes
135(1)
References
135(2)
Part Four Studying formulaic language in writing development
137(44)
7 Understanding formulaic language in learner writing
139(18)
7.1 Introduction
139(1)
7.2 Defining formulaic language
140(2)
7.3 How can we study formulaic language in a corpus?
142(6)
7.3.1 A frequency-based approach to studying formulaic language
142(2)
7.3.2 Lexical bundles
144(4)
7.4 Collocations
148(5)
7.5 Conclusion
153(1)
7.6 Taking it further
153(4)
References
154(3)
8 Formulaic language research in practice: academic collocations
157(24)
8.1 Introduction
157(1)
8.2 Identifying collocations in a reference corpus
157(16)
8.2.1 Editing the parsed corpus
157(4)
8.2.2 Identifying lemmas and verb + noun combinations
161(7)
8.2.3 Identifying collocations
168(5)
8.3 Quantifying the use of academic collocations across learner groups
173(6)
8.3.1 Preparing the learner corpus
174(1)
8.3.2 Identifying academic collocations in the learner corpus
174(3)
8.3.3 Understanding the use of academic collocations across levels
177(2)
8.4 Conclusion
179(2)
Note
180(1)
References
180(1)
Index 181(2)
Index of R junctions and concepts 183
Philip Durrant is Associate Professor in Language Education at the University of Exeter, United Kingdom.
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