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In:Spanish Learner Corpus Research: Current trends and future perspectives
Edited by Margarita Alonso-Ramos
[Studies in Corpus Linguistics 78] 2016
► pp. 143–168

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Chapter 6
The Aprescrilov corpus, or broadening the horizon of Spanish language learning in Flanders

 | KU Leuven
 | UGent
 | FWO
Published online: 16 December 2016
DOI logo with link
https://doi.org/10.1075/scl.78.06buy
Abstract
Learner corpora (LC) are increasingly gaining interest, particularly with regard to their potential to facilitate research in Second Language Acquisition (SLA) and Foreign Language Teaching (FLT). However, there appears to be a lack of progress in establishing strong, bidirectional links between LC and SLA / FLT, due to (i) a shortage of longitudinal studies that would allow scholars to establish causality in interpreting corpus data analyses, and even better, test the efficiency of pedagogical adjustments and (ii) the fact that it is more typical of LC analysis to describe learner language rather than attempt to explain it (Hasko 2013: 4–5).
In this chapter, we aim to contribute to narrowing the gap between LC and FLT by showing how we use the Aprescrilov corpus in order to perform longitudinal studies, leading to useful insights in SLA and to an analysis of what triggered learners to make errors and how they can be avoided. Finally, we here show how impact studies based on LC can lead to considerable improvements in language teaching and learning, in this case of Spanish as a FL.
Article outline
  • 1.Introduction
  • 2.Theoretical frameworks behind the Aprescrilov corpus
    • 2.1Error analysis
    • 2.2Interlanguage
    • 2.3Learner corpora
    • 2.4The Aprescrilov corpus
  • 3.On the road to new didactic material for improved use of change-of-state verbs
    • 3.1Phase 1: The pre-task
    • 3.2Phase 2: The theoretical explanation in SFL class
    • 3.3Phase 3: The post-task
    • 3.4Phase 4: The retention test
    • 3.5Discussion of the intermediary results
  • 4.In search of possible causes of agreement errors
  • 5.Measuring the impact of didactic interventions: the case of learning to write descriptive texts
  • 6.Conclusions
  • Notes
  • References
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2019. Las construcciones con verbos de apoyo del español en la producción escrita de aprendices francófonos. Journal of Spanish Language Teaching 6:1 ► pp. 32 ff. DOI logo

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