Computer Learner Corpora: Analysing Interlanguage Errors in Synchronous and Asynchronous Communication

Autor/inn/en	MacDonald, Penny; Garcia-Carbonell, Amparo; Carot, Sierra, Jose Miguel
Titel	Computer Learner Corpora: Analysing Interlanguage Errors in Synchronous and Asynchronous Communication
Quelle	In: Language Learning & Technology, 17 (2013) 2, S.36-56 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Interlanguage; Computational Linguistics; Multilingualism; Grammar; Error Patterns; Computer Mediated Communication; Computer Simulation; Native Language; Language Styles; English (Second Language); Writing (Composition); Classification; Error Analysis (Language); Foreign Countries; Comparative Analysis; Asynchronous Communication; France; Germany; Latvia; Norway; Spain + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Zielsprache; Linguistics; Computerlinguistik; Mehrsprachigkeit; Multilingualismus; Grammatik; Fehlertyp; Computerkonferenz; Computergrafik; Computersimulation; Sprachstil; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Classification system; Klassifikation; Klassifikationssystem; Error analysis; Language; Fehleranalyse; Ausland; Frankreich; Deutschland; Lettland; Norwegen; Spanien
Abstract	This study focuses on the computer-aided analysis of interlanguage errors made by the participants in the telematic simulation IDEELS (Intercultural Dynamics in European Education through on-Line Simulation). The synchronous and asynchronous communication analysed was part of the MiLC Corpus, a multilingual learner corpus of texts written by language learners from different language backgrounds. The main research questions centred on the differences in the amount and types of errors found in both the synchronous and asynchronous modes of communication, and whether different L1 groups committed certain errors more than their counterparts from other mother tongue backgrounds. As we hypothesised, more errors were found in the synchronous mode of communication than in the asynchronous; however, when examining the exact types of errors, some categories were more frequent in the synchronous mode (the formal and grammatical errors, among others), while in the asynchronous, errors of style and lexis occurred more frequently. A analysis of the data revealed that the frequency of error types varied with each different L1 group participating in the simulation, this same analysis also showed that highly relevant associations could be established the participants' L1 and specific error types. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10