L2 writers referencing corpora to address accuracy: a qualitative analysis of learners' lexicogrammatical error corrections

Quinn, Cynthia Crosby (2020). L2 writers referencing corpora to address accuracy: a qualitative analysis of learners' lexicogrammatical error corrections. University of Birmingham. Ph.D.

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Abstract

Since the advent of process writing, the role of language has been relegated to an arguably minor position in L2 writing pedagogy, despite L2 writers' ongoing linguistic needs. Corpus referencing has emerged as a promising approach to address these needs, though numerous challenges exist for both learners and teachers who struggle with the specialized skills necessary for corpus research. This classroom-based study addresses these issues by qualitatively examining the corpus-based error correction process in relation to three error types: preposition combinations, collocations, and phrases. Specifically, the study investigates (1) corpus referencing as an alternative to teacher direct correction; (2) the linguistic patterns that emerge through the correction process; and (3) factors that influenced the learners' ability to apply corpus data to their writing. Based on 965 error corrections, results indicate that learners were generally successful; however, the interpretative demands placed on them to address these errors played an important role in their degree of success. The findings further imply that learners tended to analyze the corpus data paradigmatically, searching for word substitutions rather than examining co-text, and that they had difficulties understanding the phraseology of the language in the corpus as well as the language of their own written production.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

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