Learner Corpora in Language Testing and Assessment

Name: Learner Corpora in Language Testing and Assessment
Brand: John Benjamins Publishing Company
Price: 112.99 EUR
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Marcus Callies Sandra Götz(Herausgeber*in)

John Benjamins Publishing Company

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Erschienen am 15. Mai 2015

VI, 218 Seiten

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Learner Corpora in Language Testing and Assessment
Editorial page
Title page
LCC data
Table of contents
Learner corpora in language testing and assessment: Prospects and challenges
Acknowledgements
References
Section I. New corpus resources, tools and methods
The Marburg Corpus of Intermediate Learner English (MILE)
1. Introduction
2. Learner corpora in the light of the CEFR
2.1 The raw data
2.2 The annotation
3. MILE - design and compilation
4. Conclusion
References
Avalingua: Natural language processing for automatic error detection
1. Introduction
2. Automatic error detection and correction
2.1 Previous research
2.2 Applications
3. Avalingua
3.1 Target
3.2 Motivations
3.3 The system
3.3.1 Lexical module
3.3.2 Spelling module
3.3.3 Syntactic module
3.3.4 Language identification
3.3.5 Student model
4. System evaluation
4.1 A specific implementation
4.2 The learner corpora
4.3 Evaluation protocol
4.4 Results
4.5 Error analysis and discussion
5. Conclusions
References
Data commentary in science writing: Using a small, specialized corpus for formative assessment practices
1. Background and aims
2. Approaching data commentary from a pedagogical perspective: The case for small, specialized corpora annotated for discourse moves in the ESP classroom
3. A small, specialized corpus of data commentaries
4. The discourse annotation model
5. Self-assessment and the role of the corpus
5.1 Towards corpus-informed formative self-assessment activities
5.1.1 Teacher-designed activities on moves in data commentaries
5.1.2 Teacher-designed peer-assessment activities of master's thesis corpus data
5.1.3 Teacher- and student-initiated activities involving students' own writing
6. Final remarks and outlook
Acknowledgement
References
First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication
1. Introduction
2. The CMC Learner Corpus
2.1 CMC in the classroom
2.2 The CMC corpora
3. Criteria for assigning proficiency
3.1 Following established practice
3.2 Practicality and ease of implementation
3.3 Reference native-speaker norms
4. Method
4.1 Performance decision trees
4.2 Sequence of PDTs
4.3 PDT for accuracy
4.4 PDT for fluency
4.5 PDT for complexity
5. Results
5.1 Preliminary results of proficiency ratings
5.2 Descriptive statistics
5.3 Vocabulary level
6. Discussion
6.1 Validity of the proficiency measurement tool
6.2 PDT proficiency levels and institutional status
6.3 PDT proficiency levels and individual variation
6.4 Limitations of the proposed measurement tool
7. Conclusion
References
Appendix
Section II. Data-driven approaches to the assessment of proficiency
The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data
1. Introduction
2. Developmental indices and language proficiency
3. The CEFR and reference level descriptions
4. The English Profile and criterial features
5. The English Vocabulary Profile
6. Vocabulary and language proficiency
7. The study
7.1 Rationale
7.2 Data
7.3 Tagging
7.4 Assigning CEFR levels by raters
7.5 Statistical analysis
7.6 Results
8. Discussion
9. Conclusions
References
A multidimensional analysis of learner language during story reconstruction in interviews
1. Introduction
2. Picture-cued story reconstruction in L2 research and assessment
2.1 Picture-cued story reconstruction in L2 assessment
2.2 Picture-cued story reconstruction in L2 research
3. Methodology
3.1 Data sets
3.2 Method of analysis
4. Results
4.1 Native speakers
4.2 Non-native speakers
5. Discussion
Acknowledgements
References
Appendix
Article use and criterial features in Spanish EFL writing: A pilot study from CEFR A2 to B2 levels
1. Introduction
2. Measuring and evaluating EFL writing: The article system
2.1 Correct and incorrect uses of the article system: Measures
2.2 Grouping students according to levels: The article system and the CEFR
3. Article use by Spanish EFL learners
4. Methodology
5. Results and discussion
5.1 Article use and misuse: Frequency counts
5.1.1 Incorrect uses of the article system: Examples
5.2 Accuracy of use of the article system
5.2.1 Accuracy of use of the article system: A pseudo-longitudinal analysis
5.2.2 Accuracy order of article use: Cross-sectional analyses
6. Conclusions
References
Tense and aspect errors in spoken learner English: Implications for language testing and assessment
1. Introduction
2. Developing data-based descriptor scales to assess accuracy in spoken language
2.1 From 'can-do- statements' towards learner-corpus-informed descriptions of proficiency levels
2.2 Errors and error analysis in LCR
2.3 Computer-aided error analysis (CEA)
3. LINDSEI-GE, an error-tagged spoken learner corpus
4. Findings
4.1 Total number of errors
4.2 Error categories in the LINDSEI-GE
4.3 GVT-related errors as criterial features
4.4 Implications for language testing and assessment
5. Conclusion and outlook
References
Authors
Subject index

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