A Searching Tool for Russian Error-Annotated Learner English Corpus
The paper describes the learner corpus composed of English essays written by native Russian speakers. REALEC (Russian Error-Annotated Learner English Corpus) is an error-annotated, available online corpus, now containing more than 200 thousand word tokens in almost 800 essays. It is one of the first Russian ESL corpora, dynamically developing and striving to improve both in size and in features offered to users. We describe our perspective on the corpus, data sources and tools used in compiling it. Elaborate self-made classification of learners’ errors types is thoroughly described. The paper also presents a pilot experiment on creating test sets for particular learners’ problems using corpus data.
This textbook is intended to be used by students of departments of physics and mathemathics. Its aim is to form language skills that are required for professional communication. The textbook can be useful for anyone who is interested in learning English for specific purposes.
The conference was organised under the aegis of the Learner Corpus Association and was hosted by Eurac Research Institute for Applied Linguistics. It was themed "Widening the scope of learner corpus research" and brought together researchers and language teachers, software developers and linguists from 23 countries around the world.
The role of access to a learner corpus has proved to increase efficiency of L2 acquisition for learners as well as teaching efficiency for EFL instructors. This paper presents a computer tool for a learner corpus designed at the School of Linguistics of the Higher School of Economics for both categories of users. REALEC, Russian Error-Annotated Learner English Corpus, set up at the School of Linguistics, is the first collection of English texts written by Russian students learning English available in the open access. All errors made by Russian students in their academic writing in English are pointed out to them with special tags by expert annotators (EFL instructors, as a rule). The annotation process is controlled by the research team responsible for consistency in tagging, as well as for the development of the learner corpus. One of the directions of the development is to look at the lexical features used in student essays. Our approach in this research was to find such lexical features in the essays scored highly by experts which will be significantly different from those features in the essays scored with the lowest grades.
The purpose of the paper is to give an overview of the Internet resources, tools and technologies that can be used in different types of elearning of the English language.The paper also highlights the problems that are likely to occur when employing the technologies: low level of information culture, technological hurdles, psychological readiness, motivation. The conducted research shows the growing interest to using ICT and increasing satisfaction from the learning process based on the Internet resources among students.
The project we present – Russian Learner Translator Corpus (RusLTC) is a multiple learner translator corpus which stores Russian students’ translations out of English and into it. The project is being developed by a cross-functional team of translator trainers and computational linguists in Russia. Translations are collected from several Russian universities; all translations are made as part of routine and exam assignments or as submissions for translation contests by students majoring in translation. As of March 2014 RusLTC contains the total of nearly 1.2 million word tokens, 258 source texts, and 1,795 translations. The paper gives a brief overview of the related research, describes the corpus structure and corpus-building technologies used; it also covers the query tool features and our error annotation solutions. In the final part we make a summary of the RusLTC-based research, its current practical applications and suggest research prospects and possibilities.
The workshop series on Natural Language Processing (NLP) for Computer-Assisted Language Learning (CALL) – NLP4CALL – is a meeting place for researchers working on the integration of Natural Language Processing and Speech Technologies in CALL systems and exploring the theoretical and methodological issues arising in this connection.
On the body material in the article, common errors in the use and construction of the verb form are considered - from the theoretical and typological points of view. The data of the RLC educational building containing texts of students of the Russian language as a foreign language are used. Identified "weaknesses" in the assimilation of this topic by foreign students. An attempt was made to create a typology of errors. It is shown that the observed errors in the formation of verbs are generally expected; they are also confirmed by the result of the study. The article analyzes the possibilities of using the Russian educational building (RUK, Russian Learner Corpus - RLC) in the practice of teaching RCTs while studying the theme "verb type". A total of 900 examples of verbs are considered; errors in the verbs of the present, past and future tense are noted in 330 of them. The aim of the study is to clarify the derivation rules for the verb type and the rules for using species, as well as to analyze the types of errors issued by the academic building and to establish a correlation between the rule and usage.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.
I give the explicit formula for the (set-theoretical) system of Resultants of m+1 homogeneous polynomials in n+1 variables