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Burglars were broken into our house. - English Passive Constructions - - PowerPoint PPT Presentation

Jan 31, 2023 348 likes •618 views

Burglars were broken into our house. - English Passive Constructions in the Written Language of German Learners in Baden-Wrttemberg Verena Mller Institut fr Informationswissenschaft und Sprachtechnologie Universitt Hildesheim

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

“Burglars were broken into our house.” - English Passive Constructions in the Written Language

  • f German Learners in Baden-Württemberg

Verena Möller

Institut für Informationswissenschaft und Sprachtechnologie Universität Hildesheim Centre for English Corpus Linguistics Université catholique de Louvain verena.moeller@uni-hildesheim.de

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

Overview

1 Introduction 2 Input and Norm: The Teaching Materials Corpus 3 The Learner Corpus: Argumentative Essays and Experimental Task 4 The Learner Corpus: Linguistic Annotation 5 The Learner Corpus: Metadata 6 The Pilot Study: Passive Constructions in Learner Text 7 The Pilot Study: Passive Constructions in the Experimental Task

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

Introduction

The Passive and the German Learner - What Does the Curriculum Say?

2 Year 8: Die Schülerinnen und Schüler können ... ... Geschehen aus der Sicht des Verursachers und des Objekts darstellen (active/passive voice, verbs with two objects, verbs with prepositions, by-agent) Year 10: Die Schülerinnen und Schüler können ... ... Dauer/Wiederholung von Sachverhalten und Handlungen ausdrücken (progressive forms: passive, [...]) Year 11/12: Die Schülerinnen und Schüler können ... ... sich vorwiegend sicher häufig verwendeter, auch komplexerer syntaktischer Strukturen bedienen, die auch besonders im schriftsprachlichen Englisch verwendet werden; ... Unterschiede zwischen Registern erkennen und diese angemessen verwenden.

KMBW (Ministerium für Kultus, Jugend und Sport Baden-Württemberg) [Eds.] (2004). Bildungsplan 2004. Allgemein bildendes Gymnasium. Ditzingen: Philipp Reclam Jun.

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

Introduction

The Passive and the German Learner - What Does ICLE Say?

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Granger, S. (2009): More lexis, less grammar? What does the (learner) corpus say? Paper presented at the Grammar & Corpora conference, Mannheim, 22-24 September 2009.

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

Introduction

Learning Environments - EFL and CLIL Programmes at Secondary Schools (Gymnasien) in Baden-Württemberg

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Old System (Final Exams up to 2012) Intermediate System (Final Exams from 2012 to 2014) New System (Final Exams from 2015) Year 13 Year 12 English as English as Year 11 a Foreign a Foreign Year 10 English as English as Language English as Language Year 9 a Foreign a Foreign + a Foreign + Year 8 Language Language Content & Language Content & Year 7 Language Language Year 6 Integrated Integrated Year 5 Learning Learning Year 4 Immersive- Immersive- Year 3 Reflective Reflective Year 2 Language Language Year 1 Lessons Lessons

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

Input and Norm

The Teaching Materials Corpus (TMC)

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Teaching Materials Corpus (TMC) Year Input (TMCinp) Norm (TMCref) 7 Textbooks: Geo/Ec/Pol 8

 Klett

Geo/Ec/Pol, His 9

 Cornelsen

Bio 10

 Diesterweg

Bio, Geo/Ec/Pol 11 12

 Textbooks  Newspaper Art.  Literature

English as a Content & Language English as a Foreign Language Integrated Learning Foreign Language

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

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Learner Corpus Argumentative Essays Experimental Task Essay 1: Essay 2: 12 sentences 1 out of 4 topics 1 out of 4 topics involving not involving involving passive

  • pass. constructions
  • pass. constructions

constructions

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Argumentative Essays

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Experimental Task

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Linguistic Annotation - Pilot Study

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TreeTagger (Schmid 1994): POS-tagger, lemmatizer, tokenizer

  • 423 <UNKNOWN>-tags in the pilot corpus
  • > 50 % of <UNKNOWN> words received a correct POS tag

Example:

i f I N i f t he DT t he al cohol NN al cohol can M D can be VB be buyed JJ <unknown>

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Linguistic Annotation - Pilot Study

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CLAWS (Garside/Smith 1997): POS-tagger, tokenizer

  • no <UNKNOWN> tags,

but some incorrect forms receive an <ERROR> tag

  • 5.255 ambiguities (~17.000 words);

88,4 % received a correct POS tag as a first alternative with a probability of  80 % Example:

0000613 030 i f 93 [ CS/ 96] CSW @ / 4 0000613 040 t he 93 AT 0000613 050 al cohol 93 NN1 0000613 060 can 93 [ VM / 100] NN1% / 0 VV0% / 0 0000613 070 be 93 VBI 0000613 080 buyed 06 [ VVN@ / 99] JJ@ / 1 VVD/ 0

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Linguistic Annotation - Pilot Study

11

MATE (Bohnet 2010): parser, POS-tagger, lemmatizer, tokenizer

  • no <UNKNOWN> tags

Example:

14 i f i f _ _ I N _ _ 10 10 NM O D NM O D _ _ 15 t he t he _ _ DT _ _ 16 16 NM O D NM O D _ _ 16 al cohol al cohol _ _ NN _ _ 17 17 SBJ SBJ _ _ 17 can can _ _ M D _ _ 14 14 SUB SUB _ _ 18 be be _ _ VB _ _ 17 17 VC VC _ _ 19 buyed buy _ _ VBN _ _ 18 18 VC VC _ _

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Linguistic Annotation - Pilot Study

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Target-like be Ved Constructions TT CL MA be + participle (n=129) 129 128 123 Erroneous be Ved Constructions TT CL MA Correct tag for be (n=16) 12 12 11 Correct tag for participle (n=22) 11 15 15 Correct tag for be and participle (n=16) 4 8 8

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Linguistic Annotation

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Error Annotation:

  • e. g. UCLEE (Université catholique de Louvain Error Editor)

[ . . . ] i f t he al cohol can be ( FM ) buyed $bought $ [ . . . ] Target Hypotheses:

  • cf. e. g. FALKO

[ . . . ] i f t he al cohol can be buyed [ . . . ] [ . . . ] i f t he al cohol can be bought [ . . . ]

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Linguistic Annotation

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0000003 010 Bur gl ar s 93 NN2 0000003 020 wer e 93 VBD 0000003 030 br oken 03 VVN 0000003 040 i nt o 93 PRP 0000003 050 our 93 DPS 0000003 060 house 93 NN1 0000003 061 . 03 .

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Metadata

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5-11 -CLIL 1-11 -CLIL 5-11 +CLIL 1-11 +CLIL

Problem: CLIL programmes are not compulsory  differences might be due to intervening variables (e. g. cognitive capacities, motivation)

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Metadata

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Overall cognitive capacities

Verbal cognitive capacities

Word fluency (German)

Language-related logical thinking

Concentration

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Metadata

Aspects of motivation:

Orientation towards performance and success

Perseverance and effort

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Learner Corpus

Metadata

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<m et a i dst udent =" 186" i dschool =" 10" age=" 17" sex=" f " l 1a=" ge" l 1b=" x" l hom ea=" ge" l hom eb=" x" st ay=" 1" l 2a=" en" l 2b=" f r " l 2c=" x" l 2d=" x" l 2e=" x" l 2no=" 2“ l 2noen=" 0" l 2enyear s=" 7" l 2encom p=" 4" l 2gecom p=" x" l 2f r com p=" 3" l 2l acom p=" x" l 2i t com p=" x" l 2spcom p=" x" doubl e=" 0" ski p=" 0" pr i m ger =" 4" pr i m ef l =" 1" t ext book=" g20" cl i l year s=" 0" cl i l subj ect s=" x" speak=" 3" r ead=" 3" wat ch=" 3" sur f =" 3" psb1=" 94" psb2=" 109" psb3=" 90" psb4=" 105" psb2- 4=" 100" psb5=" 117" psb6=" 114" psb7=" 105" psb8=" 104" psb9=" 100" psbv=" 103" psbr =" 107" psbk=" 101" psbgl =" 104" f l m l s=" 55" f l m af =" 52" f l m ae=" 42" f l m ap=" 46" f l m hp=" 69" expr at =" 28" t opi c=" 7" > [ . . . ] </ m et a>

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Pilot Study

Passive Constructions in Learner Text be Ved: 22 out of 151 erroneous  Omission of be (6 instances): *Should the death penalty reintroduced in Germany?  Morphological and/or orthographic errors in the form of be or related clitics (3 instances): *You arent forced to post anything in the internet.  Morphological and/or orthographic errors in the past participle (11 instances): *[...] if the alcohol can just be buyed by 21 old people.  Lexical errors (1 instance): *[...] so he is already prisoned by the police.  Combination of different types of error (1 instance): *[...] because it´s forbideden.

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Pilot Study

Passive Constructions in Learner Text get Ved: 3 out of 9 erroneous  Morphological and/or orthographic errors in the form of be: *You arent forced to post anything in the internet.  Morphological and/or orthographic errors in the form of be and the past participle : *If you imagine that your daughter gehts raped and murderd by a person, ...

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Pilot Study

Passive Constructions in Learner Text

lemma nlemma (LC) npassive (LC) passive ratio (LC) passive ratio (TMC) allow 22 21 95.5 % 25.5 % (re)introduce 35 18 51.4 % 36.6 % raise 48 13 27.1 % 25.3 % kill 31 6 19.4 % 26.0 % discuss 12 6 50.0 % 20.8 % say 47 5 10.6 % 0.7 % integrate 18 4 22.2 % 22.2 %

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Pilot Study

Passive Constructions in Learner Text

lemma nlemma (LC) npassive (LC) passive ratio (LC) passive ratio (TMC) allow 22 21 95.5 % 25.5 % (re)introduce 35 18 51.4 % 36.6 % raise 48 13 27.1 % 25.3 % kill 31 6 19.4 % 26.0 % discuss 12 6 50.0 % 20.8 % say 47 5 10.6 % 0.7 % integrate 18 4 22.2 % 22.2 % Cornelsen English G 2000 Klett Green Line New Diesterweg Camden Town be allowed to

  • vol. 2
  • vol. 2
  • vol. 2

allow

  • vol. 5
  • vol. 3

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Pilot Study

Passive Constructions in Learner Text

lemma nlemma (LC) npassive (LC) passive ratio (LC) passive ratio (TMC) allow 22 21 95.5 % 25.5 % (re)introduce 35 18 51.4 % 36.6 % raise 48 13 27.1 % 25.3 % kill 31 6 19.4 % 26.0 % discuss 12 6 50.0 % 20.8 % say 47 5 10.6 % 0.7 % integrate 18 4 22.2 % 22.2 % (re)introduce The death penalty should be reintroduced in Germany. raise In order to fight teenage drinking, the legal drinking age should be raised to 21.

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Pilot Study

Passive Constructions in Learner Text

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Frequency

  • f Passive Constructions

per 1,000 W

  • rds

1 2 3 4 5 6 7 8 9 10 11 12 LOC N ESS- U S-AR G pilot study (all) IC LE- German pilot study (prod.)

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2nd Tübingen-Berlin Meeting on Analyzing Learner Language

The Pilot Study

Passive Constructions in the Experimental Task

25 Average self-rated reliability of response (1-5) (Average) number

  • f correct responses

(n=28) monotransitive verb (6 sentences) 3,0 15,7 ditransitive verb (2 sentences) 3,1 4,5 Structures treated explicitly by textbooks prepositional verb (2 sentences) 2,6 9,5 complex-transitive verb (1 sentence) 3,0 10,0 impersonal passive (1 sentence) 1,8 7,0 Structures not treated explicitly by textbooks