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RISS 인기검색어
- 검색키워드
- 저자 : ( Yuichiro Kobayashi ) (검색결과 5 건)
- 무료
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Automated Scoring of L2 Spoken English with Random Forests
( Yuichiro Kobayashi ),( Mariko Abe ) 범태평양 응용언어학회 2016 Journal of Pan-Pacific Association of Applied Ling Vol.20 No.1
The purpose of the present study is to assess second language (L2) spoken English using automated scoring techniques. Automated scoring aims to classify a large set of learners` oral performance data into a small number of discrete oral proficiency levels. In automated scoring, objectively measurable features such as the frequencies of lexical and grammatical items are generally used as exploratory variables to predict oral proficiency levels, any of which can be used as a criterion variable in this study. We have chosen the NICT JLE Corpus, a corpus of 1,281 Japanese EFL learners` speech productions coded into nine oral proficiency levels (Izumi, Uchimoto, & Isahara, 2004). The nine oral proficiency levels were used as the criterion variables and linguistic features analyzed in Biber (1988) as explanatory variables. We employed random forests (Breiman, 2001), a powerful method for text classification and feature extraction, to predict oral proficiency. As a result of random forests with the out-of-bag error estimate, 60.11% of the productions were correctly classified. Compared to the baseline accuracy of the simplest possible algorithm of always choosing the most frequent level (37.63%), our random forests model improved prediction by 22.48 points. The Pearson product-moment correlation coefficient with human scoring was 0.85. Predictors that showed a clear discrimination of oral proficiency levels were tokens, types, and the frequency of nouns in the order of strength.
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A Corpus-based Approach to the Register Awareness of Asian Learners of English
( Yuichiro Kobayashi ),( Mariko Abe ) 범태평양 응용언어학회 2016 Journal of Pan-Pacific Association of Applied Ling Vol.20 No.2
The purpose of the present study is to investigate the impact of learners` L1s and proficiency levels on their written production. This study also examined the influence of speech upon their writing. The following research questions were explored: (a) How do L1 and proficiency levels of learners affect their degrees of register awareness? (b) Which linguistic features distinguishing writing and speech registers are characteristic of each Asian learner group? This study draws on four sub-corpora of the International Corpus Network of Asian Learners of English (ICNALE), which is considered to be the largest East Asian composition database. Using the methodology originally developed by Biber (1988) to analyze the differences in the spoken and written registers of English, this study investigated the differences in a wide range of linguistic features among Asian learners of English. The results suggest that the L1s of learners affect the degree of their register awareness. Hong Kong learners display a set of stylistically appropriate features, such as nominalizations, predictive modals, and conjuncts, in their academic prose whereas Japanese learners exhibit many of informal features, such as first person pronouns, private verbs, and independent clause coordination, in their written production. Besides, Korean and Taiwanese learners show several features typical of speech, including second person pronouns, in their writing. In addition, this study demonstrates the effectiveness of Biber`s list of linguistic features in the study of spoken nature in L2 writing.
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Developmental Patterns of Metadiscourse in Second Language Writing
( Yuichiro Kobayashi ) 범태평양 응용언어학회 2017 Journal of Pan-Pacific Association of Applied Ling Vol.21 No.2
The present study aimed to profile the developmental patterns of discourse in second language (L2) writings among different first language (L1) groups. Applying the list of metadiscourse markers proposed by Ken Hyland to learner language, this study investigates variation of metadiscourse across proficiency levels, as well as across L1 backgrounds. Using the International Corpus Network of Asian Learners of English, the present study compared the frequencies of metadiscourse markers used in the writings among different learner groups. The results suggest that the six learner groups that were compared have diverse frequency change patterns of metadiscourse features across proficiency levels. To be specific, Japanese learners’ heavy reliance on self-mentions and boosters is remarkably antithetical to Thai learners’ preference of engagement markers and hedges. Moreover, B2 and higher level learners in China and Taiwan exhibited greater numbers of evidential patterns (hereafter evidentials) than learners in other groups. These differences can be attributable to their L1 rhetorical strategy, not to their lexical and grammatical competence. Therefore, we should consider the idiosyncrasies in metadiscourse of each L1 group when assessing L2 learners based on their language performance.
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( Yuichiro Kobayashi ) 범태평양 응용언어학회 2021 Journal of Pan-Pacific Association of Applied Ling Vol.25 No.2
This study aimed to identify second language (L2) developmental indices while controlling for the effects of first language (L1). More specifically, this study investigated the differences in the use of metadiscourse markers among learners from different L1 backgrounds. The following research questions were explored: (1) Which metadiscourse markers can be used as developmental indices to predict learners’ proficiency levels? (2) How strongly do learners’ L1s impact their L2 development? To answer these questions, multilevel ordinal logistic regression analysis was performed comparing the metadiscourse in English essays written by three Asian learner groups (i.e., Japanese, Thai, and Taiwanese). The results suggest that the frequencies of transitions and self-mentions are the best predictors of language development of metadiscourse categories. Additionally, this study showed that the multilevel regression model can measure the significance of each metadiscourse category more accurately than the single-level model. Therefore, we must consider the influence of learners’ L1s for precise detection of the linguistic features that predict their proficiency levels. Through this application of multilevel ordinal regression analysis to learner corpus research, this study illustrated the effectiveness of multilevel analysis for tracking the language acquisition process.
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