Learner Corpora: Construction and Explorations in Chinese and Related Languages

✍ Scribed by Howard Hao-Jan Chen, Keiko Mochizuki, Hongyin Tao

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 330
• Series: Chinese Language Learning Sciences
• Category: Library

✦ Synopsis

This edited book reflects the state of the art in learner corpus and related approaches to Chinese as a second language (CSL). CSL as a field has flourished in the past few decades due to the increasingly important role of the Chinese language at the world stage, yet studies of Chinese as a second language based on learner corpora have been less well developed due to the limited availability of data and lack of theoretical insights. This book  represents the latest research in this area by 1) assembling a large group of active researchers from multiple international research communities (USA, China, Hong Kong, Macau, Japan, Taiwan, and France); 2) discussing the latest resources and technologies in Chinese and other Asian languages learner corpora and corpus building; 3) basing Chinese as a second language studies on data from learners of Chinese with a wide range of first language backgrounds (English, Japanese, Korean, French, among others); and 4) integrating corpus methods with a wide range of related methods in allied fields―language acquisition, usage-based linguistics, psycholinguistics, and neurolinguistics. This comprehensive collection is  indispensable for anyone who is interested in corpus approaches to CSL and Chinese applied language studies in general.

✦ Table of Contents

Contents
Introduction to Learner Corpora: Construction and Explorations in Chinese and Related Languages
1 Learner Corpora
2 This Collection
References
Learner Corpus Construction and Processing
Design Principles and Functionality of Chinese Interlanguage Corpora: A Case Study of the HSK Dynamic Composition Corpus 2.0
1 Introduction
1.1 The Development of Corpus Construction and Its Applied Research
1.2 Ontological Study of Chinese Interlanguage Corpus Construction
1.3 Existing Problems
1.4 Solutions
2 Design Principles
2.1 Aim
2.2 Principles
3 Functional Design
3.1 Search
3.2 Corpus Presentation
3.3 Statistical Analysis
3.4 Others Functions
4 Conclusions
References
Some Pragmatic Issues in Learner Corpus: A CSL Perspective
1 Introduction
2 Two Fundamental Concepts Behind the CSL Learner Corpus
3 Pragmatic Framework and Its Application in Corpus Construction
4 Structure of a CSL Learner Corpus with Built-In Pragmatic Factors
5 Concluding Remarks
References
A Preliminary Study on Chinese Learners’ Written Errors Based on an Error-Tagged Learner Corpus
1 Introduction
1.1 The Development of Learner Corpus
1.2 The Development of Error-Tagged Learner Corpus
2 Method
2.1 The Learner Corpus
2.2 Tagging of the Learner Corpus
3 Results and Discussion
3.1 Number and Distribution of All the Annotated Errors
3.2 The Most Frequent Error Tags in the Learner Corpus
3.3 Comparison of Results in This Study and the Previous
4 Conclusion and Suggestions for Future Research
References
Explorations in Learner Corpora in Chinese and Related Languages
Cross-Referentiality of Multilingual Error Learner Corpora of Chinese, English and Japanese for Second Language Acquisition of Chinese Grammar
1 Cross-Referential Learners’ Corpora of English, Chinese and Japanese
2 Cross-Referentiality of Multilingual Learner Corpora
3 Procedures
3.1 The Learner Error Corpora of Chinese
3.2 Error Tag Categories
3.3 Method of Proofreading and Annotation
4 Cross-Linguistic Analysis of Errors
4.1 Acquisition of Classifier Phrase (量詞短語) “One (一) + Classifier (量詞)”
4.2 Lack of “One (一) + Classifier”: Japanese Learners
4.3 Overuse of “One (一) + Classifier (量詞)” by English-Native Learners
4.4 Comparative Analysis of Error Types by Japanese Learners and English-Native Learners
5 Conclusion
Appendix
Translation Task in Cross-Referential Multilingual Error Learner Corpora of Chinese and English
References
Chinese Verb Complement Constructions of Manner and States: A Corpus-Based Comparison Between L1 and L2 Speakers
1 Introduction
2 Literature Review
2.1 Usage-Based Approaches to Construction Learning
2.2 Chinese VCM/S Acquisition Studies
3 Data and Methodology
3.1 The Corpora
3.2 VCM/S Tagging and Coding Decisions
4 Results
4.1 VCM/S Frequency Distribution by L1 and L2 Speakers
4.2 Verb Choices in the VCM/S Construction by L1 and L2 Speakers
4.3 Complexity Scales of VCM/S Constructions by L1 and L2 Speakers
5 Discussion
5.1 Similarities and Differences in VCM/S Production Between L1 and L2 Speakers
5.2 L2 VCM/S Developmental Patterns
6 Conclusions
Appendix: List of Verbs of Different Frequency Bands (Type = 117 and token = 423)
References
The Development of Relative Clauses in L2 Chinese: A Corpus-Based Study
1 Introduction
2 Related Research on Chinese RC Acquisition
2.1 Disputed Results on the Acquisition of SRCs and ORCs
2.2 Effects of the Animacy of Head Nouns
2.3 Effects of Positions in a Matrix Sentence for SRCs and ORCs
3 Methodology
3.1 Research Scope
3.2 Research Method
3.3 Corpus Data
3.4 RC Markup Principles for the Corpus
4 Statistical Results and Discussion
4.1 Difficulty of ORCs or SRCs
4.2 Effects of Positions of RCs in a Matrix Sentence
4.3 Animacy of Head Nouns
5 Conclusion and Limitations of This Study
References
The Study of Error Types of Chinese Learners’ Written Texts: A Chinese Written Corpus-Based Study
1 Introduction
2 Literature Review
2.1 Sla
2.2 Error Analysis of Chinese Learners
2.3 Studies on Chinese Pedagogical Grammar
2.4 Corpus-Based Studies
3 Methodology
3.1 The Learner Corpus
3.2 The Reference Corpora
4 Result and Discussion
4.1 Overall Distribution of Error Types in the Learner Corpus
4.2 Distribution of Error Types Among Different Learner Variables
5 Conclusion
References
An Analysis on the Missing of the Adverb 都 Dou by CSL Learners Based on an Error-Tagged Learner Corpus
1 Introduction
1.1 Adverbs in CSL/CFL Research
2 都 Dou in CSL/CFL Research
2.1 Research on 都 Dou as a Scope Adverb
2.2 Research on 都 Dou as a Modal Particle and a Time Adverb
3 Method
4 Results and Discussion
4.1 Learners’ Omission of 都 Dou as a Scope Adverb
4.2 Learners’ Omission 都 Dou as a Modal Particle and a Time Adverb
4.3 Examination on the Presentation of Dou in Teaching Materials
5 Conclusion, Pedagogical Implications, and Suggestion for Future Research
References
Acquisition of the Chinese Indefinite Determiner “One + Classifier” and English Articles in Two-Way Learner Corpora
1 Introduction
2 The Present Study
2.1 Corpus Data
2.2 Methodology
3 Results and Discussion
3.1 Quantitative Analysis of the Use of “One + Classifier” by Japanese and English L1 Learners of Chinese
3.2 Qualitative Analysis of the Use of “One + Classifier” by Japanese L1 Learners of Chinese
3.3 Qualitative Analysis of the Use of “One + Classifier” by English L1 Learners of Chinese
3.4 Analysis of the Use of “One + Classifier” by Korean L1 Learners of Chinese
4 L2 English Article Use by Chinese L1 and Japanese L1 Learners
4.1 Background
4.2 Data Set
4.3 Quantitative Analysis
4.4 Qualitative Analysis
5 Use of Japanese “One + classifier” in Compositions by L1 Chinese and English Learners
6 Implications for Chinese Teaching
7 Conclusion
References
The Acquisition of Aspect in Chinese Based on Learners’ L1 Typology: An Analysis Based on the TUFS Co-referential Learner Corpora of Chinese and Japanese
1 Introduction
2 Cross-Referentiality of Multi-lingual Learner Corpora
3 Acquisition of Chinese Lexical Aspect by Japanese Native Speakers
4 Aspectual Compound Verbs in Japanese and Chinese
5 Acquisition of Japanese Compound Verbs: -kakaru/-kakeru
6 Acquisition of Japanese Compound Verbs by Chinese Learners: -agaru/-ageru
7 Acquisition of Chinese Compound Verbs by L1 Japanese Learners:
8 Underuse of the Atelic Auxiliary Verb <会 huì>  by Japanese Learners of Chinese
9 Differences Between Forms in Chinese and Japanese Expressing Telic and Atelic Events
10 Differences in the Structure of Japanese and Chinese Aspectual Compound Verbs
11 Differences in the “Boundedness” of Temporal Cognition in Japanese and Chinese and Their Effects on Acquisition
12 Conclusion
Notes
References
The (Non-)acquisition of the Chinese Definiteness Effect: A Usage-Based Account
1 Introduction
2 (In)definiteness in Chinese
3 Previous L2 Research on the DE
4 Definiteness Effect in the Light of Previous L2 Research on the Acquisition of Reference
5 The Current Study
5.1 Participants
5.2 Materials and Procedure
5.3 Results
6 The Need for an Integrated Approach to Study the DE Acquisition
7 Discussion and Conclusions
8 Limitations and Suggestions for Future Research
References
Typological and Comparative Approaches
Acquisition of the Chinese Auxiliaries: Insights from Cross-Referential Learners’ Corpora of Chinese, English, and Japanese
1 Introduction
2 The Study
2.1 Methods
2.2 Data
2.3 Data Processing
3 Results and Discussions
3.1 Quantitative Analysis
3.2 Errors in Chinese Modal Auxiliary Verbs in Japanese Learners’ Writing
3.3 Errors in English Modal Auxiliaries in Japanese/Chinese Learners’ Writing
4 Conclusion
References
Second Language Acquisition Studies Observed in “The International Corpus of Japanese as a Second Language” (I-JAS) by Chinese Speakers: From the Perspectives of Pragmatic Transfer
1 Importance of Language Acquisition Studies Using Learner Corpora
2 I-JAS: International Corpus of Japanese as a Second Language
2.1 Conventional Japanese Learner Corpora
2.2 Summary and Features of I-JAS
3 Previous Studies on Japanese Learners’ “Request and Refusal”
4 Data Analysis of I-JAS Based on “Request” Role Play
4.1 Suspended Clauses by L2 Learners of Japanese
4.2 Expression of Confirmation by L2 Learners of Japanese
5 Discussion on Pragmatic Transfer and Summary
References
Word Order Typology and the Acquisition of Chinese “Verb + Resultative” Compound Verbs: Insights from Brain Science and Learner Corpora
1 Introduction
2 Differences in the Structure of Chinese and Japanese Aspectual Compound Verbs
3 L2 Acquisition Difficulties of Word Order Constrained Compound Verbs: Findings from Learner Copora of L1 English and L1 Japanese
4 Effect of Word Order Differences on L2 Processing: Findings from Neurological Studies
5 Conclusion
References