Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76dd75c94c-68sx7 Total loading time: 0 Render date: 2024-04-30T09:53:37.468Z Has data issue: false hasContentIssue false

Commentary: An SLA Perspective on Learner Corpus Research

Published online by Cambridge University Press:  29 December 2020

By
Florence Myles
Edited by
Bert Le Bruyn  and
Magali Paquot
Bert Le Bruyn
Affiliation:
UIL-OTS, Utrecht University
Magali Paquot
Affiliation:
FNRS – Centre for English Corpus Linguistics, UCLouvain
Get access

Summary

There have been repeated calls over the years for greater interaction between Second Language Acquisition (SLA) research and Learner Corpus Research (LCR), including by myself and the editors of this volume, as well as many others (e.g. Granger et al. 2015; Lozano & Díaz-Negrillo 2019; Lozano & Mendikoetxea 2010; McEnery et al. 2019). In a range of publications (Myles 2005, 2007, 2008, 2015; Myles & Mitchell 2004), I have outlined, from an SLA perspective, what I perceive to be the gaps to be bridged in order for the two fields to be engaged in useful collaboration. My task with this commentary is to assess how far these gaps have narrowed, on the basis of the chapters in this volume.

Type
Chapter
Information
Learner Corpus Research Meets Second Language Acquisition , pp. 258 - 273
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ayoun, D. (2003). Parameter-Setting Theory in First and Second Language Acquisition. New York, NY: Continuum.Google Scholar
Barlow, M. (2005). Computer-based analyses of learner language. In Ellis, R. & Barkhuizen, G. (eds.), Analysing Learner Language, 335–357. Oxford: Oxford University Press.Google Scholar
Brezina, V. & Bottini, R. (2019). Review of Castello, Erik, Katherine Ackerley & Francesca Coccetta Eds. (2015) Studies in Learner Corpus Linguistics Research and Applications for Foreign Language Teaching and Assessment. International Journal of Learner Corpus Research 5(1), 113–117.Google Scholar
Dekydtspotter, L. (2001). The Universal Parser and interlanguage: Domain-specific mental organization in the comprehension of combien interrogatives in English–French interlanguage. Second Language Research 17(1), 91–143.Google Scholar
Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal 100, 19–47.Google Scholar
Erman, B., Denke, A., Fant, L., & Forsberg Lundell, F. (2015). Nativelike expression in the speech of long-residency L2 users: A study of multiword structures in L2 English, French and Spanish. International Journal of Applied Linguistics 25(2), 160–182.Google Scholar
Flynn, S. (1996). A parameter-setting approach to second language acquisition. In Ritchie, W. & Bhatia, T. (eds.), Handbook of Second Language Acquisition, 121–158. San Diego, CA: Academic Press.Google Scholar
Forsberg, F. (2010). Using conventional sequences in L2 French. International Review of Applied Linguistics in Language Teaching 48(1), 25–50.Google Scholar
Gánem Gutiérrez, G. A. (2008). Microgenesis, method and object: A study of collaborative activity in a Spanish as a foreign language classroom. Applied Linguistics 29(1), 120–148.Google Scholar
Gánem Gutiérrez, G. A. & Gilmore, A. (2018). Expert–novice interaction as the basis for L2 developmental activity: A SCT perspective. Language and Sociocultural Theory 5(1), 21–45.Google Scholar
Granger, S., Gilquin, G., & Meunier, F. (eds.). (2015). Cambridge Handbook of Learner Corpus Research. Cambridge: Cambridge University Press.Google Scholar
Gries, S. Th. (2016). Quantitative Corpus Linguistics with R. London & New York, NY: Routledge.Google Scholar
Gries, S. Th. (2018). On over- and underuse in learner corpus research and multifactoriality in corpus linguistics more generally. Journal of Second Language Studies 1(2), 277–309.Google Scholar
Gries, S. Th. & Deshors, S. (2014). Using regressions to explore deviations between corpus data and a standard/target: Two suggestions. Corpora 9(1), 109–136.CrossRefGoogle Scholar
Hawkins, R. (2001). Second Language Syntax: A Generative Introduction. Oxford: Blackwell.Google Scholar
Hawkins, R. (2008). The nativist perspective on second language acquisition. Lingua 118(4), 465–477.Google Scholar
Hawkins, R. (2019). How Second Languages Are Learned: An Introduction. Cambridge: Cambridge University Press.Google Scholar
Herdina, P. & Jessner, U. (2002). A Dynamic Model of Multilingualism: Changing the Psycholinguistic Perspective. Clevedon: Multilingual Matters.Google Scholar
Herschensohn, J. & Arteaga, D. (2016). Parameters, processing and feature reassembly in the L2 determiner phrase. In Guijarro-Fuentes, P., Schmitz, K., & Müller, N. (eds.), The Acquisition of French in Multilingual Contexts, 215–233. Bristol: Multilingual Matters.Google Scholar
Hulk, A. (1991). Parameter setting and the acquisition of word order in L2 French. Second Language Research 7, 1–34.Google Scholar
Hyltenstam, K. & Abrahamsson, N. (2003). Maturational constraints in SLA. In Doughty, C. & Long, M. (eds.), The Handbook of Second Language Acquisition, 539–588. Malden, MA: Blackwell.Google Scholar
Jarvis, S. (2000). Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning 50(2), 245–309.Google Scholar
Jarvis, S. & Pavlenko, A. (2008). Crosslinguistic Influence in Language and Cognition. New York, NY: Routledge.Google Scholar
Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: sociocultural theory, second language acquisition, and artificial L2 development. In Atkinson, D. (ed.), Alternative Approaches to Second Language Acquisition, 24–47. New York, NY: Routledge.Google Scholar
Larsen-Freeman, D. (2017). Complexity theory: The lessons continue. In Ortega, L. & Han, Z.-H. (eds.), Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman, 123–142. Amsterdam: John Benjamins.Google Scholar
Liceras, J. (2009). On parameters, functional categories and features … and why the trees shouldn’t prevent us from seeing the forest. Second Language Research 25(2), 279–289.Google Scholar
Lowie, W. (2017). Lost in state space? Methodological considerations in complex dynamic theory approaches to second language development research. In Ortega, L. & Han, Z.-H. (eds.), Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman, 123–142. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Lozano, C. & Díaz-Negrillo, A. (2019). Using learner corpus methods in L2 acquisition research: The morpheme order studies revisited with Interlanguage Annotation. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32(1), 82–124.Google Scholar
Lozano, C. & Mendikoetxea, A. (2010). Interface conditions on postverbal subjects: a corpus study of L2 English. Bilingualism: Language and Cognition 13(4), 475–497.CrossRefGoogle Scholar
Marsden, E., Morgan-Short, K., Thompson, S., & Abugaber, D. (2018). Replication in second language research: Narrative and systematic reviews and recommendations for the field. Language Learning 68(2), 321–391.Google Scholar
Marsden, E. & Plonsky, L. (2018). Data, open science, and methodological reform in second language acquisition research. In Gudmestad, A. & Edmonds, A. (eds.), Critical Reflections on Data in Second Language Acquisition, 219–228. Philadelphia, PA: John Benjamins.Google Scholar
McEnery, T., Brezina, V., Gablasova, D., & Banerjee, J. (2019). Corpus linguistics, learner corpora, and SLA: Employing technology to analyze language use. Annual Review of Applied Linguistics 39, 74–92.Google Scholar
Mitchell, R., Myles, F., & Marsden, E. (2019). Second Language Learning Theories (4th Edn.). Abingdon: Routledge.Google Scholar
Myles, F. (2005). Interlanguage corpora and SLA research. Second Language Research 21(4), 373–391.CrossRefGoogle Scholar
Myles, F. (2007). Using electronic corpora in SLA research. In Ayoun, D. (ed.), Handbook of French Applied Linguistics, 377–400. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Myles, F. (2008). Investigating learner language development with electronic longitudinal corpora: Theoretical and methodological issues. In Ortega, L. & Byrnes, H. (eds.), The Longitudinal Study of Advanced L2 Capacities, 58–72. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Myles, F. (2015). Second language acquisition theory and learner corpus research. In Granger, S., Gilquin, G., & Meunier, F. (eds.), Cambridge Handbook of Learner Corpus Research, 309–332. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Myles, F. & Mitchell, R. (2004). Using information technology to support empirical SLA research. Journal of Applied Linguistics 1(2), 169–196.CrossRefGoogle Scholar
Norouzian, R., de Miranda, M., & Plonsky, L. (2018). The Bayesian revolution in second language research: An applied approach. Language Learning 68(4), 1032–1075.Google Scholar
Paquot, M. (2019). The phraseological dimension in interlanguage complexity research. Second Language Research 35(1), 121–145. https://doi.org/10.1177/0267658317694221Google Scholar
Paquot, M. & Plonsky, L. (2017). Quantitative research methods and study quality in learner corpus research. International Journal of Learner Corpus Research 3(1), 61–94.Google Scholar
Paradis, M. (2004). A Neurolinguistic Theory of Bilingualism. Amsterdam: John Benjamins.Google Scholar
Tavakoli, P. & Foster, P. (2011). Task design and second language performance: The effect of narrative type on learner output. Language Learning 61, 37–72.Google Scholar
Tracy-Ventura, N. & Myles, F. (2015). The importance of task variability in the design of learner corpora for SLA research. International Journal of Learner Corpus Research 1(1), 58–95.CrossRefGoogle Scholar
VanPatten, B. & Williams, J. (2015). Theories in Second Language Acquisition: An Introduction (2nd Edn.). Abingdon: Routledge.Google Scholar
White, L. (1989). Universal Grammar and Second Language Acquisition. Amsterdam: Benjamins.Google Scholar
White, L. (2009). Some questions about feature re-assembly. Second Language Research 25(2), 343–348.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×