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"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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Conference Information



Full Title: Interlanguage Annotation

      
Short Title: ILA
Location: Poznań, Poland
Start Date: 11-Sep-2014 - 14-Sep-2014
Contact: Cristóbal Lozano
Meeting Email: click here to access email
Meeting Description: Interlanguage Annotation (ILA): From SLA Research to Learner Corpus Research

Much of the annotation undertaken in learner corpora to date has been error annotation and has had a pedagogical orientation. This thematic session focuses, however, on a type of learner corpus annotation which does not describe errors but learners' interlanguage, that has recently been referred to as 'InterLanguage Annotation (ILA)' (Díaz-Negrillo & Lozano 2013), and which is defined in the terms described below.

Grounded on common annotation practices in LCR, as well as SLA hypothesis-driven rich annotation schemes used in corpus-based L2 studies (e.g., Gudmestad et al. 2013, Lozano 2009, inter alia), ILA is a type of annotation that is designed to test specific features of learners' interlanguage and, therefore, that can serve to answer questions formulated in SLA research. It is a type of tagging that (i) is purpose-oriented, (ii) is fine-grained, (iii) describes learners' interlanguage by covering both learners' errors and also their correct uses, and that (iv) is theory-motivated.

This type of annotation can help answer SLA theoretical questions in more sophisticated ways than previous error annotation research because it is designed to investigate a specific interlanguage phenomenon (purpose-oriented), and to answer specific research questions/hypotheses (theory-motivated) about what cannot be acquired and also what is actually acquired (learners' interlanguage). This is done so by taking into account previous L2 findings before constructing the tagging scheme and by categorising subtle linguistic properties in the annotation scheme (fine-grained).

References:

Díaz-Negrillo, A. & Lozano, C. (2013). Using learner corpus tools in SLA research: the morpheme order studies revisited', Paper presented at Corpus Linguistics 2013, University of Lancaster (UK).
Lozano, C. (2009). Selective deficits at the syntax-discourse interface: Evidence from the CEDEL2 corpus. In: Snape, N., Leung, Y.I., & Sharwood-Smith, M. (eds). Representational Deficits in SLA. Amsterdam: John Benjamins.
Gudmestad, A., House, Leanna, and Geeslin, Kimberly L. (2013). What a bayesian analysis can do for SLA: New tools for the sociolinguistic study of subject expression in L2 Spanish. Language Learning 63(3): 371-399.
Linguistic Subfield: Text/Corpus Linguistics; Language Acquisition
LL Issue: 25.249

This is a session of the following meeting:
47th Annual Meeting of the Societas Linguistica Europaea

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