Titlebook: Exploring Spoken English Learner Language Using Corpora; Learner Talk Eric Friginal,Joseph J. Lee,Audrey Roberson Book 2017 The Editor(s) (

coalition

迅速飛過

Government and Economic Developmenton-collaborative talk. Comparing frequencies in the use of modal verbs across the two sub-corpora, we explore how the two groups of learners use these devices to deliver and respond to feedback during peer response sessions.

預(yù)感

Exploring Learner Talk in English Interviews English learners as they describe their learning experience; (2) to discern what these words can tell us about the learning process; and (3) to determine what these words can tell us about individual learners.

紅腫

Thematic Cluster Analysis of the L2 Experience Interview Corpus recognized three distinct groups of words that tend to co-occur with each other (internal homogeneity) and tend not to occur with words in the other two clusters (external heterogeneity). The three thematic clusters, which we have named ., ., and . are discussed in turn below.

公共汽車

Linguistic Features of Collaboration in Peer Response: Modal Verbs as Stance Markerson-collaborative talk. Comparing frequencies in the use of modal verbs across the two sub-corpora, we explore how the two groups of learners use these devices to deliver and respond to feedback during peer response sessions.

sperse

輕觸

New Partnerships and Output Politics,ers’ and teachers’ use of the same. This chapter explores personal pronouns, specifically ., ., and . and their variants in learner and teacher speech in the EAP classrooms. We not only examine the distribution of these pronouns in the L2CD-S and L2CD-T, we also report on the comparative analysis of their sub-functions in the two sub-corpora.

Coeval

口味

Conclusion: How We Can Know What God Means,learners, and whether this relationship indicates larger dimensions of co-occurring features within the L2 learning experience. To address this question, we use exploratory principal component analysis to examine co-occurrence patterns among semantic variation across the interview texts.

認(rèn)為

by language learning theorists and researchers. The current chapter reviews relevant literature on learner interaction from SLA and L2 Writing traditions, and argues for a corpus-based approach to further examine these interactions. It also describes the compilation and composition of Roberson’s (2015) Second Language Peer Response (L2PR) Corpus.