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"We All Make Mistakes!". An...

"We All Make Mistakes!". Analysing an Error-coded Corpus of Spanish University Students' Written English

Ediciones Complutense 2017-01-10

The present study analyses the errors identified in the written argumentative texts of 304 Spanish university students of English taken from two different corpora -one from a technical university context and the other from learners enrolled in the Humanities. Considered an important design criterion for computer learner corpora studies, the metadata of the students' was recorded and their competence levels were measured using the Oxford Quick Placement Test. The scores obtained (0 to 60) were then related to the CEFR (Common European Framework of Reference for Languages) levels ranging from A1 to C2. Within the field of applied linguistics and language teaching/learning, many studies have been carried out over the years designed to address the phenomenon of interlanguage errors made by learners of English (Dusková 1969, Green & Hecht 1985, Lennon 1991, Olsen 1999, among many others). These studies involved analyzing a small number of texts with a limited number of tags, based on either linguistic taxonomies or surface structure categories of errors (Dulay, Burt, & Krashen 1982). However, in the last three decades, technological advances have been made which have facilitated the analysis of much larger amounts of data using computers for both the development of learner corpora and programs for a more detailed analysis of the learner data. The error coding system used in the present research work has been designed to address all the possible levels of error (with as many sub-categories as required) since learners writing in a foreign language not only make errors related to grammar and vocabulary, but also with regard to their competence in the use of syntax, discourse relations and pragmatics, among others. The aim of the present study is two-fold. Firstly, we explore the nature of the errors coded in the corpus i.e. which errors are most frequent, including not only the main categories but also the most delicate levels of errors. Secondly, we address the que

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analitica Rebiun31140179 https://catalogo.rebiun.org/rebiun/record/Rebiun31140179 200221s2017 xx o 000 0 eng d https://revistas.ucm.es/index.php/CJES/article/view/53273 10.5209/CJES.53273 S9M oai:ojs.pkp.sfu.ca:article/53273 https://revistas.ucm.es/index.php/index/oai CJES DGCNT S9M S9M dc "We All Make Mistakes!". Analysing an Error-coded Corpus of Spanish University Students' Written English electronic resource] Ediciones Complutense 2017-01-10 Ediciones Complutense application/pdf Open access content. Open access content star The present study analyses the errors identified in the written argumentative texts of 304 Spanish university students of English taken from two different corpora -one from a technical university context and the other from learners enrolled in the Humanities. Considered an important design criterion for computer learner corpora studies, the metadata of the students' was recorded and their competence levels were measured using the Oxford Quick Placement Test. The scores obtained (0 to 60) were then related to the CEFR (Common European Framework of Reference for Languages) levels ranging from A1 to C2. Within the field of applied linguistics and language teaching/learning, many studies have been carried out over the years designed to address the phenomenon of interlanguage errors made by learners of English (Dusková 1969, Green & Hecht 1985, Lennon 1991, Olsen 1999, among many others). These studies involved analyzing a small number of texts with a limited number of tags, based on either linguistic taxonomies or surface structure categories of errors (Dulay, Burt, & Krashen 1982). However, in the last three decades, technological advances have been made which have facilitated the analysis of much larger amounts of data using computers for both the development of learner corpora and programs for a more detailed analysis of the learner data. The error coding system used in the present research work has been designed to address all the possible levels of error (with as many sub-categories as required) since learners writing in a foreign language not only make errors related to grammar and vocabulary, but also with regard to their competence in the use of syntax, discourse relations and pragmatics, among others. The aim of the present study is two-fold. Firstly, we explore the nature of the errors coded in the corpus i.e. which errors are most frequent, including not only the main categories but also the most delicate levels of errors. Secondly, we address the que English Language learning; Error analysis Interlanguage error analysis; computer learner corpora; English language learning Applied Linguistics info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion MacDonald, Penny. cre Complutense Journal of English Studies; Vol 24 (2016); 103-129 Complutense Journal of English Studies; Vol 24 (2016); 103-129 Complutense Journal of English Studies; Vol 24 (2016); 103-129 Complutense Journal of English Studies; Vol. 24 (2016); 103-129 2386-3935 https://revistas.ucm.es/index.php/CJES/article/view/53273/50278 /*ref*/Alcantara, Felipe; Asunción Barreras Gómez, Rosa Jiménez Catalán and María Ángeles Moreno (2000). Panorama Actual de la Lingüística Aplicada: conocimientos, procesamiento y uso del Lenguaje. Logroño: Mogar Linotype /*ref*/Alderson, Charles and David Steel (1994). Metalinguistic Knowledge, Language Aptitude and Language Proficiency. In David Graddol and Stephen Thomas, eds., 93-103 /*ref*/Andreu-Andres, María Ángeles; Aurora Astor Guardiola, Maria Boquera Matarredona, Penny MacDonald, Begoña Montero Fleta, and Carmen Pérez Sabater (2010). Analysing EFL learner output in the MiLC Project: 'An error *it's, but which tag?'. In María Carmen Campoy, Begoña Belles-Fortuno and María Lluïsa Gea-Valor, eds., 167-180 /*ref*/Anthony, Laurence (2012). AntConc. (Version 3.3.5) [Computer Software]. Tokyo, Japan: Waseda University. Available from (Accessed November 30 2016) /*ref*/Arts, Jan, Pieter de Haan and Nelleke Oostdijk (1993). English language corpora: Design, analysis and exploitation. Amsterdam: Rodopi /*ref*/Bitchener, John; Stuart Young and Denise Cameron (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing 14.3: 191-205 /*ref*/Bitchener, John and Ute Knoch (2010b). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing 19: 207-217. http://dx.doi.org/10.1016/j.jslw.2010.10.002 /*ref*/Briere, Eugene John (1964). A psycholinguistic study of phonological interference. The Hague: Mouton /*ref*/Bruton, Anthony (2009). Designing research into the effect of error correction in L2 writing: not so straightforward. Journal of Second Language Writing 18.2: 136-140 /*ref*/Bueno Alonso, Jorge L.; Dolores González Álvarez, Ursula Kirsten Torrado, Ana E. Martínez Insua, Javier Pérez-Guerra, Esperanza Rama Martínez and Rosalía Rodríguez Vázquez, eds. (2000). Analizar datos > Describir variación / Analysing data > Describing variation. Vigo: Universidade de Vigo (Servizo de Publicacións), 1-12 /*ref*/Burt, Marina and Carol Kiparsky (1974). Global and local mistakes. In John Schumann and Nancy Stenson, eds., 71-93 /*ref*/Campoy, María Carmen; Begoña Belles-Fortuno and Maria Lluïsa Gea-Valor, eds. (2010). Corpus-based approaches to English language teaching. London: Continuum /*ref*/Carrió Pastor, María Luisa and Miguel Ángel Candel Mora, eds. (2011). Las tecnologías de la información y las comunicaciones: Presente y futuro en el análisis de corpora. Actas del III Congreso Internacional de Lingüística de Corpus. Valencia: Universitat Politècnica de València /*ref*/Castello, Erik; Katherine Ackerley and Francesca Conccetta, eds. (2016). Studies in Learner Corpus Linguistics Research and Applications for Foreign Language Teaching and Assessment. Bern: Peter Lang /*ref*/Chandler, Jane (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of second language writing 12.3: 267-296 /*ref*/Chaudron, Craig (2000). Contrasting approaches to classroom research: qualitative and quantitative analysis of language use and learning. In Felipe Alcantara, Asunción Barreras Gómez, Rosa Jiménez Catalán and María Ángeles Moreno, eds., 1697-1741 /*ref*/Chun, Ann; Richard Day, Ann Chenoweth and Stuart Luppescu (1982). Errors, Interaction, and Correction: A Study of Native-Nonnative Conversations. TESOL Quarterly 16.4: 537-547 /*ref*/Corder, S. Pit (1967). The significance of learner's errors. International Review of Applied Linguistics 5: 161-170 /*ref*/Corder, S. Pit (1981). Error analysis and interlanguage. Oxford: Oxford University Press /*ref*/Dagneaux, Estelle; Sharon Denness and Sylviane Granger (1998). Computer-aided error analysis. System 26: 163-174 /*ref*/Davies, Eirlys E. (1985). Communication as a criterion for error evaluation. International Review of Applied Linguistics 23.1: 65-69 /*ref*/Davies, Alan and Clive Criper (1984). Interlanguage. Edinburgh: Edinburgh University Press /*ref*/Dekhinet, Rayenne (2008). Online enhanced corrective feedback for ESL learners in higher education. Computer Assisted Language Learning 21.5: 409-425 /*ref*/Díaz-Negrillo, Ana and Jesús Fernández-Domínguez (2006). Error tagging systems for learner corpora. RESLA 19: 83-102 /*ref*/Díez-Bedmar, María Belén (2008). Written Learner Corpora by Spanish Students of English: an overview. In P.C. Gómez and A.S. Pérez, eds., 920-933 /*ref*/Díez-Bedmar, María Belén and Pascual Pérez-Paredes (2012). The Types and Effects of Peer Native Speakers' Feedback on CMC. Language Learning and Technology 16.1: 62-90 /*ref*/Dotti, Fiorella and Mick O'Donnell (2014). Addressing article errors in Spanish learners of English using a learner corpus. Paper presented at the 2014 TSLL Conference, Iowa State University, September, 2014 /*ref*/Downing, Angela and Phillip Locke (2006). English Grammar: A University Course. London: Routledge /*ref*/Dulay, Heidi C.; Marina K. Burt and Stephen Krashen (1982). Language two. Rowley, MA: Newbury House /*ref*/Dusková, Libuse (1969). On Sources of Errors in Foreign Language Learning. International Review of Applied Linguistics 7.1: 11-36 /*ref*/Ellis, Rod (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press /*ref*/Ellis, Rod; Younghee Sheen, Mihoko Murakami and Hide Takashima (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 36.3: 353-371 /*ref*/Enkvist, Nils Erik (1973). Should we count errors or measure success? In Jan Svartik, ed.,16-24 /*ref*/Frch, Claus; Kirsten Haastrup and Robert Phillipson, eds. (1984). Learner language and language learning. Clevedon, Avon: Multilingual Matters /*ref*/Ferris, Dana R. (1995a). Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal 8.1: 41-62 /*ref*/Ferris, Dana R. (1995b). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly 29: 33-53 /*ref*/Ferris, Dana R. and John S. Hedgcock (1998). Teaching ESL composition: Purpose, process, & practice. Mahwah, NJ: Lawrence Erlbaum Associates /*ref*/Ferris, Dana R. and Barrie Roberts (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing 10: 161-84. http://dx.doi.org/10.1016/S1060-3743(01)00039-X /*ref*/Fitzpatrick, Eileen (2007). Language and computers, corpus linguistics beyond the word: Corpus Research from phrase to discourse. Amsterdam, Netherlands: Rodopi /*ref*/Frantzen, Diana (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. Modern Language Journal 79: 329-344 /*ref*/Fries, Charles C. (1945). Teaching and learning English as a foreign language. Michigan, MI: University of Michigan Press /*ref*/Garcia, Rebeca (2012). A corpus-based examination of modality in the writing of Spanish university students. Paper presented at the 4th International Conference on Corpus Linguistics, 22-24 March 2012, University of Jaen, Spain /*ref*/Gass, Susan M. and Larry Selinker (1992). Language transfer in language learning. Amsterdam, Netherlands: John Benjamins /*ref*/Gómez, Pascual Cantos and Aquilino Sánchez Pérez, eds. (2009). A survey on corpus-based research. Asociación Española de Lingüística del Corpus. AELINCO /*ref*/Graddol David and Stephen Thomas (1993). Language in a Changing Europe. Clevedon: Multilingual Matters /*ref*/Granger, Sylviane (1993). International Corpus of Learner English. In Jan Arts, Pieter de Haan and Nelleke Oostdijk, eds., 57-71 /*ref*/Granger, Sylviane (1998). Learner English on computer. London: Longman /*ref*/Granger, Sylviane (2003). Error-tagged learner corpora and CALL: a promising synergy. CALICO Journal 20.3: 465-480 /*ref*/Granger, Sylviane (2008). Learner Corpora. In Anke Lüdeling and Merja Kytö, eds., 259-275

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analitica Rebiun31140179 https://catalogo.rebiun.org/rebiun/record/Rebiun31140179 200221s2017 xx o 000 0 eng d https://revistas.ucm.es/index.php/CJES/article/view/53273 10.5209/CJES.53273 S9M oai:ojs.pkp.sfu.ca:article/53273 https://revistas.ucm.es/index.php/index/oai CJES DGCNT S9M S9M dc "We All Make Mistakes!". Analysing an Error-coded Corpus of Spanish University Students' Written English electronic resource] Ediciones Complutense 2017-01-10 Ediciones Complutense application/pdf Open access content. Open access content star The present study analyses the errors identified in the written argumentative texts of 304 Spanish university students of English taken from two different corpora -one from a technical university context and the other from learners enrolled in the Humanities. Considered an important design criterion for computer learner corpora studies, the metadata of the students' was recorded and their competence levels were measured using the Oxford Quick Placement Test. The scores obtained (0 to 60) were then related to the CEFR (Common European Framework of Reference for Languages) levels ranging from A1 to C2. Within the field of applied linguistics and language teaching/learning, many studies have been carried out over the years designed to address the phenomenon of interlanguage errors made by learners of English (Dusková 1969, Green & Hecht 1985, Lennon 1991, Olsen 1999, among many others). These studies involved analyzing a small number of texts with a limited number of tags, based on either linguistic taxonomies or surface structure categories of errors (Dulay, Burt, & Krashen 1982). However, in the last three decades, technological advances have been made which have facilitated the analysis of much larger amounts of data using computers for both the development of learner corpora and programs for a more detailed analysis of the learner data. The error coding system used in the present research work has been designed to address all the possible levels of error (with as many sub-categories as required) since learners writing in a foreign language not only make errors related to grammar and vocabulary, but also with regard to their competence in the use of syntax, discourse relations and pragmatics, among others. The aim of the present study is two-fold. Firstly, we explore the nature of the errors coded in the corpus i.e. which errors are most frequent, including not only the main categories but also the most delicate levels of errors. Secondly, we address the que English Language learning; Error analysis Interlanguage error analysis; computer learner corpora; English language learning Applied Linguistics info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion MacDonald, Penny. cre Complutense Journal of English Studies; Vol 24 (2016); 103-129 Complutense Journal of English Studies; Vol 24 (2016); 103-129 Complutense Journal of English Studies; Vol 24 (2016); 103-129 Complutense Journal of English Studies; Vol. 24 (2016); 103-129 2386-3935 https://revistas.ucm.es/index.php/CJES/article/view/53273/50278 /*ref*/Alcantara, Felipe; Asunción Barreras Gómez, Rosa Jiménez Catalán and María Ángeles Moreno (2000). Panorama Actual de la Lingüística Aplicada: conocimientos, procesamiento y uso del Lenguaje. Logroño: Mogar Linotype /*ref*/Alderson, Charles and David Steel (1994). Metalinguistic Knowledge, Language Aptitude and Language Proficiency. In David Graddol and Stephen Thomas, eds., 93-103 /*ref*/Andreu-Andres, María Ángeles; Aurora Astor Guardiola, Maria Boquera Matarredona, Penny MacDonald, Begoña Montero Fleta, and Carmen Pérez Sabater (2010). Analysing EFL learner output in the MiLC Project: 'An error *it's, but which tag?'. In María Carmen Campoy, Begoña Belles-Fortuno and María Lluïsa Gea-Valor, eds., 167-180 /*ref*/Anthony, Laurence (2012). AntConc. (Version 3.3.5) [Computer Software]. Tokyo, Japan: Waseda University. Available from (Accessed November 30 2016) /*ref*/Arts, Jan, Pieter de Haan and Nelleke Oostdijk (1993). English language corpora: Design, analysis and exploitation. Amsterdam: Rodopi /*ref*/Bitchener, John; Stuart Young and Denise Cameron (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing 14.3: 191-205 /*ref*/Bitchener, John and Ute Knoch (2010b). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing 19: 207-217. http://dx.doi.org/10.1016/j.jslw.2010.10.002 /*ref*/Briere, Eugene John (1964). A psycholinguistic study of phonological interference. The Hague: Mouton /*ref*/Bruton, Anthony (2009). Designing research into the effect of error correction in L2 writing: not so straightforward. Journal of Second Language Writing 18.2: 136-140 /*ref*/Bueno Alonso, Jorge L.; Dolores González Álvarez, Ursula Kirsten Torrado, Ana E. Martínez Insua, Javier Pérez-Guerra, Esperanza Rama Martínez and Rosalía Rodríguez Vázquez, eds. (2000). Analizar datos > Describir variación / Analysing data > Describing variation. Vigo: Universidade de Vigo (Servizo de Publicacións), 1-12 /*ref*/Burt, Marina and Carol Kiparsky (1974). Global and local mistakes. In John Schumann and Nancy Stenson, eds., 71-93 /*ref*/Campoy, María Carmen; Begoña Belles-Fortuno and Maria Lluïsa Gea-Valor, eds. (2010). Corpus-based approaches to English language teaching. London: Continuum /*ref*/Carrió Pastor, María Luisa and Miguel Ángel Candel Mora, eds. (2011). Las tecnologías de la información y las comunicaciones: Presente y futuro en el análisis de corpora. Actas del III Congreso Internacional de Lingüística de Corpus. Valencia: Universitat Politècnica de València /*ref*/Castello, Erik; Katherine Ackerley and Francesca Conccetta, eds. (2016). Studies in Learner Corpus Linguistics Research and Applications for Foreign Language Teaching and Assessment. Bern: Peter Lang /*ref*/Chandler, Jane (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of second language writing 12.3: 267-296 /*ref*/Chaudron, Craig (2000). Contrasting approaches to classroom research: qualitative and quantitative analysis of language use and learning. In Felipe Alcantara, Asunción Barreras Gómez, Rosa Jiménez Catalán and María Ángeles Moreno, eds., 1697-1741 /*ref*/Chun, Ann; Richard Day, Ann Chenoweth and Stuart Luppescu (1982). Errors, Interaction, and Correction: A Study of Native-Nonnative Conversations. TESOL Quarterly 16.4: 537-547 /*ref*/Corder, S. Pit (1967). The significance of learner's errors. International Review of Applied Linguistics 5: 161-170 /*ref*/Corder, S. Pit (1981). Error analysis and interlanguage. Oxford: Oxford University Press /*ref*/Dagneaux, Estelle; Sharon Denness and Sylviane Granger (1998). Computer-aided error analysis. System 26: 163-174 /*ref*/Davies, Eirlys E. (1985). Communication as a criterion for error evaluation. International Review of Applied Linguistics 23.1: 65-69 /*ref*/Davies, Alan and Clive Criper (1984). Interlanguage. Edinburgh: Edinburgh University Press /*ref*/Dekhinet, Rayenne (2008). Online enhanced corrective feedback for ESL learners in higher education. Computer Assisted Language Learning 21.5: 409-425 /*ref*/Díaz-Negrillo, Ana and Jesús Fernández-Domínguez (2006). Error tagging systems for learner corpora. RESLA 19: 83-102 /*ref*/Díez-Bedmar, María Belén (2008). Written Learner Corpora by Spanish Students of English: an overview. In P.C. Gómez and A.S. Pérez, eds., 920-933 /*ref*/Díez-Bedmar, María Belén and Pascual Pérez-Paredes (2012). The Types and Effects of Peer Native Speakers' Feedback on CMC. Language Learning and Technology 16.1: 62-90 /*ref*/Dotti, Fiorella and Mick O'Donnell (2014). Addressing article errors in Spanish learners of English using a learner corpus. Paper presented at the 2014 TSLL Conference, Iowa State University, September, 2014 /*ref*/Downing, Angela and Phillip Locke (2006). English Grammar: A University Course. London: Routledge /*ref*/Dulay, Heidi C.; Marina K. Burt and Stephen Krashen (1982). Language two. Rowley, MA: Newbury House /*ref*/Dusková, Libuse (1969). On Sources of Errors in Foreign Language Learning. International Review of Applied Linguistics 7.1: 11-36 /*ref*/Ellis, Rod (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press /*ref*/Ellis, Rod; Younghee Sheen, Mihoko Murakami and Hide Takashima (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 36.3: 353-371 /*ref*/Enkvist, Nils Erik (1973). Should we count errors or measure success? In Jan Svartik, ed.,16-24 /*ref*/Frch, Claus; Kirsten Haastrup and Robert Phillipson, eds. (1984). Learner language and language learning. Clevedon, Avon: Multilingual Matters /*ref*/Ferris, Dana R. (1995a). Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal 8.1: 41-62 /*ref*/Ferris, Dana R. (1995b). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly 29: 33-53 /*ref*/Ferris, Dana R. and John S. Hedgcock (1998). Teaching ESL composition: Purpose, process, & practice. Mahwah, NJ: Lawrence Erlbaum Associates /*ref*/Ferris, Dana R. and Barrie Roberts (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing 10: 161-84. http://dx.doi.org/10.1016/S1060-3743(01)00039-X /*ref*/Fitzpatrick, Eileen (2007). Language and computers, corpus linguistics beyond the word: Corpus Research from phrase to discourse. Amsterdam, Netherlands: Rodopi /*ref*/Frantzen, Diana (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. Modern Language Journal 79: 329-344 /*ref*/Fries, Charles C. (1945). Teaching and learning English as a foreign language. Michigan, MI: University of Michigan Press /*ref*/Garcia, Rebeca (2012). A corpus-based examination of modality in the writing of Spanish university students. Paper presented at the 4th International Conference on Corpus Linguistics, 22-24 March 2012, University of Jaen, Spain /*ref*/Gass, Susan M. and Larry Selinker (1992). Language transfer in language learning. Amsterdam, Netherlands: John Benjamins /*ref*/Gómez, Pascual Cantos and Aquilino Sánchez Pérez, eds. (2009). A survey on corpus-based research. Asociación Española de Lingüística del Corpus. AELINCO /*ref*/Graddol David and Stephen Thomas (1993). Language in a Changing Europe. Clevedon: Multilingual Matters /*ref*/Granger, Sylviane (1993). International Corpus of Learner English. In Jan Arts, Pieter de Haan and Nelleke Oostdijk, eds., 57-71 /*ref*/Granger, Sylviane (1998). Learner English on computer. London: Longman /*ref*/Granger, Sylviane (2003). Error-tagged learner corpora and CALL: a promising synergy. CALICO Journal 20.3: 465-480 /*ref*/Granger, Sylviane (2008). Learner Corpora. In Anke Lüdeling and Merja Kytö, eds., 259-275