Lina Bikelienė Vilnius University 3 September, 2010 Connector usage in advanced Lithuanian learners’ English writing.

Slides:

Advertisements

Similar presentations

Haiyang Ai, Gong Peng Graduate University, Chinese Academy of Sciences

Advertisements

Grammar & Communication in the FL Classroom

Corrective Feedback – pronunciation errors How effective it is in learning L2 oral communication Nguyễn Thị Tố Hạnh.

ON DEMAND Introduction. Learning targets  I can identify the modes of writing and distinguish the differences among all 3 modes  I can compare and contrast.

How to structure an essay

Rita Juknevičienė Department of English Philology Vilnius University

1 Language Transfer Lan-Hsin Chang National Kaohsiung University of Applied Sciences.

World Englishes Jennifer Jenkins

A learner corpus of students’ examination work in English language (a project) Sylwia Twardo Centre for Foreign Language Teaching, Warsaw University, Poland.

Uses of a Corpus “[E]xplore actual patterns of language use”

Chapter eleven linguistics and foreign language teaching

Planning. Discussion Useful Connectives However, therefore, as a result, because, despite this, although, yet, compared with, also, since, nevertheless,

TUSD Scoring Extended Writing Using the PARCC Rubric as Framework September 2014.

1 Exploring register variation in learner lexis The high-frequency verb make in native and learner speech and writing Claire Hugon CECL Louvain-la-Neuve.

A Corpus-based Study of Discourse Features in Learners ’ Writing Development Yu-Hua Chen Lancaster University, UK.

Strategies for Writers Grade 4 © Zaner-Bloser, Inc. All Rights Reserved. Opinion Writing What is Opinion Writing? Opinion writing states a claim and gives.

1 Developing Statistic-based and Rule-based Grammar Checkers for Chinese ESL Learners Howard Chen Department of English National Taiwan Normal University.

A Language Environment for Second Language Writers Ola Knutsson KTH Nada.

Data-Driven South Asian Language Learning SALRC Pedagogy Workshop June 8, 2005 J. Scott Payne Penn State University

Page 1 NAACL-HLT BEA Los Angeles, CA Annotating ESL Errors: Challenges and Rewards Alla Rozovskaya and Dan Roth University of Illinois at Urbana-Champaign.

Grade 1 Mathematics in the K to 12 Curriculum Soledad Ulep, PhD UP NISMED.

14: THE TEACHING OF GRAMMAR  Should grammar be taught?  When? How? Why?  Grammar teaching: Any strategies conducted in order to help learners understand,

Journal Article Presentation Group 1: Anik Damaris Maria Rofik.

Na-Rae Han (University of Pittsburgh), Joel Tetreault (ETS), Soo-Hwa Lee (Chungdahm Learning, Inc.), Jin-Young Ha (Kangwon University) May , LREC.

Qiufang Wen The national research center for foreign language education, BFSU Chinese learner corpora and second language research The 2006 International.

World Englishes Lesson 3

English Composition (II)

Second Language Acquisition Theories Week 6. Contrastive Analysis Hypothesis (CAH) Theoretical bases: structural linguistics and behaviourist psychology.

McEnery, T., Xiao, R. and Y.Tono Corpus-based language studies. Routledge. Unit A 2. Representativeness, balance and sampling (pp13-21)

Signposting L 5 Ing. Jiří Šnajdar

Prof. Karīna Aijmere ( Karin Aijmer ) Gēteborgas Universitāte, Zviedrija „Valodas apguvēju korpuss – tā veidošana un izmantošana valodu apguvē, mācību.

A Feedback-Augmented Method for Detecting Errors in the Writing of Learners of English Ryo Nagata et al. Hyogo University of Teacher Education ACL 2006.

Synthesising Identify supporting ideas and contradictory ideas. Check the grouping of ideas? Synthesis is how you integrate and combine materials gathered.

Reflections on Using Corpora Data in EFL Teaching CHEN BO Chongqing Jiaotong University 2006.

Structure and Cohesion. Organisation of a piece of academic writing Types of academic writing – reports, essays, projects, assignments, reviews etc. Structure.

Using Transitions. Writing an effective paper involves many elements, but possibly the most important is to connect ideas in a logical and fluid manner.

Learner Corpus Research in EAP: Past, Present and Future Lynne Flowerdew 1.

Advanced English Writing

Chapter 5 What are General- Purpose Dictionaries Really For? 5.1 The Study of Reference Needs.

Expository Writing The “How and Why” of Writing. What is Expository Writing? Expository writing is defined as presenting reasons, explanations, or steps.

EXPOSITORY WRITING The “ How and Why ” of Writing.

Multidisciplinary perspectives to learner corpora SLE Language contact: at the crossroads of disciplines and frameworks.

Discussion Essays.    成 

TRANSITIONS Go with the flow….

Page 1 NAACL-HLT 2010 Los Angeles, CA Training Paradigms for Correcting Errors in Grammar and Usage Alla Rozovskaya and Dan Roth University of Illinois.

Unit 13 Integrated Skills. Aims of the Unit - to be aware of the reasons of integrating the four skills; - to learn two ways of integrating the four skills.

Correcting Comma Errors in Learner Essays, and Restoring Commas in Newswire Text Ross Israel Indiana University Joel Tetreault Educational Testing Service.

Structure and Cohesion. Organisation of a piece of academic writing Types of academic writing – reports, essays, projects, assignments, reviews etc. Structure.

PAPER 3, QUESTION 1 Objective: You are going to analyse several video speeches to establish your own thesis statements about various issues. (For tomorrow’s.

Writing Exercise Try to write a short humor piece. It can be fictional or non-fictional. Essay by David Sedaris.

Introduction : describing and explaining L2 acquisition Ellis, R Second Language Acquisition (3 – 14)

CHAPTER 1 INTRODUCTION: DESCRIBING AND EXPLAINING L2 ACQUISITION Presented by : Aulya Purnawidha D

Unit 6 What Does It Mean?. Objectives: To distinguish formal definition and extended definition; To distinguish formal definition and extended definition;

DISCIPLINARY VARIATION IN THE USE OF LINKING ADVERBIALS Zaha Alonazi PhD Student At ALT Iowa State University.

Focus  One paragraph has only one topic.  The topic is stated in a topic sentence.  All the other sentences in the paragraph are related to the topic.

King Faisal University جامعة الملك فيصل Deanship of E-Learning and Distance Education عمادة التعلم الإلكتروني والتعليم عن بعد [ ] 1 جامعة الملك فيصل عمادة.

Developing EAP reading materials for teaching and publication

Glottodidactics Lesson 7.

What is Opinion Writing?

Organizing and Preparing Reports and Proposals

22. Form-Focused Instruction

Basics of Academic writing

Intro to corpus linguistics

Differences in comprehension strategies for discourse understanding by native Chinese and Korean speakers learning Japanese Katsuo Tamaoka Graduate.

PURPOSE/FOCUS/ORGANIZATION

Course Selection World Language/ESL Department

PURPOSE/FOCUS/ORGANIZATION

SECOND LANGUAGE ACQUISITION

An Investigation into the Developmental Features of Chinese EFL Learners’ Use of Amplifier Collocations Wang Haihua School of Foreign Languages Dalian.

Writing Opinion Paragraphs

Presentation transcript:

Lina Bikelienė Vilnius University 3 September, 2010 Connector usage in advanced Lithuanian learners’ English writing

Introduction Foreign-soundingness (Granger, 1999:192) Controversial findings: –No overall connector overuse in IL (Granger and Tyson 1996, Altenberg and Tapper 1998) –Overuse in IL (Tankó 2004)

Aim Quantitative analysis of the use of adverbial connectors by Lithuanian learners Comparison with native speakers’ usage Brief comparison with non-native speakers’ usage

Material LICLE – 154,992 words LOCNESS :  LOCNESS-BR – 95,695 words

Material 2 Learners with other mother-tongue background :  Swedish - Altenberg and Tapper (1998)  French - Granger and Tyson (1996)  Hungarian - Tankó (2004)  Chinese - Ai and Peng (2006)  Polish - Leńko-Szymańska (2007)  Taiwanese - Chen (2006)  Japanese - Narita et al (2004)

Methodology CIA (Contrastive Interlanguage Analysis) – ‘establishes comparisons between native and learner varieties of one and the same language’ (Granger, 1996: 43)

Connectors extracted using TextSTAT-2 and AntConc3.2.1w Grouped into the categories distinguished by Quirk et al (1991: ) Log-likelihood calculator ( p<0.01, critical value 6.63

(a)LISTING (i) enumerative (first of all, finally) (ii) additive:equative (in the same way) reinforcing (moreover) (b)SUMMATIVE (in conclusion, altogether) (c)APPOSITIONAL (namely, for example) (d)RESULTIVE (consequently, so) (e)INFERENTIAL(otherwise, in that case) (f)CONTRASTIVE (i) reformulatory(more precisely, rather) (ii) replacive(again, alternatively) (iii) antithetic(instead, on the contrary) (iv) concessive(however, nevertheless) (g)TRANSITIONAL (i) discoursal(by the way, incidentally) (ii) temporal(meanwhile,in the meantime) Quirk et al (1991: )

Overall figures LICLELOCNESS-BR Total number of connectors Number of connectors ( words) Number of connectors per essay Essay length (in words)

Ratio of connector usage LICLE : LOCNESS-BR 1.22 : 1 FRENCH NNS : NS 0.92 : 1 SWICLE : LOCNESS 0.74 : 1 HUNGARIAN CORPUS : LOCNESS 2.13 : 1

...the learners use most frequently those connectors which add to, exemplify, or emphasize a point, rather than those which change the direction of the argument or take the argument logically forward. Granger and Tyson (1996: 20)

CategoryLICLELOCNESS-BR LL 1.Listing Summative Appositive Resultive Inferential Contrastive ,00 7.Transitional ,07 Total

Top four semantic categories LICLELOCNESS-BRSWICLEHungarian Corpus 1ListingContrastive Listing 2 Contrastive ListingResultive 3 AppositiveContrastive 4 Appositive ListingSummative

Commonly overused connectors

Commonly underused connectors

Top ten

Types of connectors

Sentence position

Position in LICLE (semantic categories)

Possible explanation Features of interlanguage SI position Developmental errors Register confusion seems to be as much part of the process of acquiring a foreign language as it is art of the process of becoming an expert writer. (Guilquin and Paquot, 2007:7) e.g. Number of listing connectors in LICLE and LOCNESS-A-level L2 instruction Non-native teachers’ discourse L1 transfer Inadequate material Lack of clear information in dictionaries and grammars –lists of connectors in textbooks

Conclusions The Lithuanian learners overuse connectors. The Lithuanian learners tend to rely on the most frequent connectors. The Lithuanian learners share a set of under- and overused connectors with the learners from different mother-tongue backgrounds. Sentence distribution of connectors in LICLE is similar to distribution in other NNS corpora.