The ICNALE Guide: An Introduction to a Learner Corpus Study on Asian Learners’ L2 English

Cover
Endorsement Page
Half Title
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
Acknowledgements
List of Abbreviations
Part I: Introduction to the Learner Corpus Research
	Chapter 1: Learner Corpus Research: An Overview
		1.1 Background
		1.2 Learner Corpora
			1.2.1 ICLE and LINDSEI
			1.2.2 Recently Developed LC
			1.2.3 LC and Asian Learner Data
			1.2.4 Typology of LC Data
		1.3 Method and Scope
			1.3.1 Techniques and Approaches
			1.3.2 Contrastive Interlanguage Analysis
			1.3.3 Statistical Methods
			1.3.4 Expanding Scopes
	Chapter 2: ICNALE: Major Features
		2.1 Background
		2.2 Features
			2.2.1 Participant Diversity
			2.2.2 Output Diversity
			2.2.3 Condition Control
			2.2.4 Metadata Survey
				2.2.4.1 Basic Attitudes, Motivation, and Learning History
				2.2.4.2 Proficiency
			2.2.5 Multimodality
			2.2.6 Opposing ENS Centrism
			2.2.7 Data Distribution
	Chapter 3: ICNALE: Modules
		3.1 Introduction
		3.2 ICNALE Written Essays
			3.2.1 Background
			3.2.2 Participants
			3.2.3 Task Design
			3.2.4 Data Processing
			3.2.5 Data Samples
		3.3 ICNALE Spoken Monologues
			3.3.1 Background
			3.3.2 Participants
			3.3.3 Task Design
			3.3.4 Data Processing
			3.3.5 Data Samples
		3.4 ICNALE Spoken Dialogues
			3.4.1 Background
			3.4.2 Participants
			3.4.3 Task Design
			3.4.4 Interviewers
			3.4.5 Data Processing
			3.4.6 Data Samples
		3.5 ICNALE Edited Essays
			3.5.1 Background
			3.5.2 Sample Selection
			3.5.3 Assessing and Editing
			3.5.4 Data Processing
			3.5.5 Data Samples
		3.6 ICNALE Global Rating Archives
			3.6.1 Background
			3.6.2 Sample Selection
			3.6.3 Rater
			3.6.4 Rating
			3.6.5 Data Processing
			3.6.6 Data Samples
Part II: Aspects of Asian Learners’ L2 English Use
	Chapter 4: Vocabulary
		4.1 Introduction
			4.1.1 Vocabulary in LCR
				4.1.1.1 Background
				4.1.1.2 Spoken Vocabulary Use
				4.1.1.3 Written Vocabulary Use
			4.1.2 ICNALE Case Studies
		4.2 Quantitative Aspects of Learner Vocabulary
			4.2.1 Aim and RQs
			4.2.2 Data and Method
			4.2.3 Results and Discussion
				4.2.3.1 RQ1 Lexical Fluency
				4.2.3.2 RQ2 Lexical Diversity
				4.2.3.3 RQ3 Lexical Sophistication
			4.2.4 Summary
		4.3 Keywords in Speeches and Essays
			4.3.1 Aim and RQS
			4.3.2 Data and Method
			4.3.3 Results and Discussions
				4.3.3.1 RQ1 Speech Keywords
				4.3.3.2 RQ2 Essay Keywords
			4.3.4 Summary
		4.4 Vocabularies in the Original and Edited Essays
			4.4.1 Aim and RQs
			4.4.2 Data and Method
			4.4.3 Results and Discussions
				4.4.3.1 RQ1 Keywords in the Original and Edited Essays
				4.4.3.2 RQ2 Keyphrases in the Original and Edited Essays
			4.4.4 Summary
	Chapter 5: Grammar
		5.1 Introduction
			5.1.1 Grammar in LCR
				5.1.1.1 Background
				5.1.1.2 Aspects of Learner Grammar
				5.1.1.3 Development of Learner Grammar
				5.1.1.4 Tagging for Grammar Studies
			5.1.2 ICNALE Case Studies
		5.2 Development of Grammatical Accuracy in Essays
			5.2.1 Aim and RQs
			5.2.2 Data and Method
			5.2.3 Results and Discussions
			5.2.4 Summary
		5.3 Lexicogrammatical Features in Speeches
			5.3.1 Aim and RQs
			5.3.2 Data and Method
			5.3.3 Results and Discussion
				5.3.3.1 RQ1 Lexicogrammatical Features
				5.3.3.2 RQ2 Dimension Scores and Text Types
			5.3.4 Summary
	Chapter 6: Pragmatics
		6.1 Introduction
			6.1.1 Pragmatics in LCR
				6.1.1.1 Background
				6.1.1.2 Aspects of L2 Pragmatics
				6.1.1.3 New Approaches
			6.1.2 ICNALE Case Studies
		6.2 Pragmatic Devices
			6.2.1 Aim and RQs
			6.2.2 Data and Method
			6.2.3 Results and Discussions
				6.2.3.1 RQ1 Pragmatic Device Use by Learners and ENS
				6.2.3.2 RQ2 Effects of Learner- and Task-related Variables
			6.2.4 Summary
		6.3 Politeness
			6.3.1 Aim and RQs
			6.3.2 Data and Method
			6.3.3 Result and Discussion
				6.3.3.1 RQ1 A Hong Kong Learner’s Persuasion
				6.3.3.2 RQ2 A Philippine Learner’s Persuasion
			6.3.4 Summary
		6.4 Gestures
			6.4.1 Aim and RQs
			6.4.2 Data and Method
			6.4.3 Results and Discussion
				6.4.3.1 RQ1 Amount of Gesture Use
				6.4.3.2 RQ2 Functions of Hand Gestures
			6.4.4 Summary
	Chapter 7: Individual Differences
		7.1 Introduction
			7.1.1 Individual Differences in LCR
				7.1.1.1 Background
				7.1.1.2 Aspects of Learner Differences
				7.1.1.3 Gender
				7.1.1.4 Motivation
				7.1.1.5 Learning History
			7.1.2 ICNALE Case Studies
		7.2 Gender
			7.2.1 Aim and RQs
			7.2.2 Data and Method
			7.2.3 Results and Discussion
				7.2.3.1 RQ1 Speech Quantity
				7.2.3.2 RQ2 Classification
				7.2.3.3 RQ3 Keywords, Key Tags, and Dimensions
			7.2.4 Summary
		7.3 Motivation and Learning History
			7.3.1 Aim and RQs
			7.3.2 Data and Method
			7.3.3 Results and Discussions
				7.3.3.1 RQ1 Correlations
				7.3.3.2 RQ2 Classification
			7.3.4 Summary
	Chapter 8: Assessment
		8.1 Introduction
			8.1.1 Assessment in LCR
				8.1.1.1 Background
				8.1.1.2 Reliability in Assessment
				8.1.1.3 Automated Assessment
				8.1.1.4 Benchmark Sample Identification
			8.1.2 ICNALE Case Studies
		8.2 Reliability
			8.2.1 Aim and RQs
			8.2.2 Data and Method
			8.2.3 Results and Discussions
				8.2.3.1 RQ1 Reliability in the Rating Data
				8.2.3.2 RQ2 Classification of Rating Categories
				8.2.3.3 RQ3 The Effect of Rater Backgrounds
			8.2.4 Summary
		8.3 Automated Assessment
			8.3.1 Aim and RQ
			8.3.2 Data and Method
			8.3.3 Results and Discussions
				8.3.3.1 RQ1 Score Prediction Modelling
				8.3.3.2 RQ2 Applicability of the Models
			8.3.4 Summary
		8.4 Benchmark Sample Identification
			8.4.1 Aim and RQ
			8.4.2 Data and Method
			8.4.3 Results and Discussions
				8.4.3.1 RQ1 ENS Output Quality
				8.4.3.2 RQ2 Level A Learner Outputs
				8.4.3.3 RQ3 Effects of a Yardstick Choice
				8.4.3.4 RQ4 Learners’ Benchmark Samples
				8.4.3.5 RQ5 Comparison of Benchmark Samples
			8.4.4 Summary
	Chapter 9: Conclusion
Bibliography
Index