Lexicogrammar of the L2 English Essays Written by Asian College Students: A Corpus-Based Study
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참고문헌
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초록
本研究においては、中間言語対照分析(Granger, 1996, 2015)および多次元分析法(Biber, 1988) という2つの手法を組み合わせ、International Corpus Network of Asian Learners of English (ICNALE; Ishikawa, 2023)から採取されたアジア圏大学生（中国・インドネシア・日本・大韓 民国・台湾・タイ）および英語母語話者の作文を比較した。次元スコア・主要語彙文法特性 ・クラスタリング・統計的分類に基づく分析により、学習者の作文は母語話者のものより情 報性・語り性・明示的表出性・抽象性・時間制約性が低く、学習者の作文の語彙文法特性は 習熟度よりも国・地域に影響されていること、学習者作文は口語的・個人的、対人的・説得 的、静的・描写的動的・反芻的の4 タイプに分類されることなどが示された。これらの結果 は、アジア圏学習者のL2英語使用の理解に新しい光を投げかけるものである。
Abstract
By combining a contrastive interlanguage analysis (Granger, 1996, 2015) and a multidimensional analysis (Biber, 1988), this study compared the essays written by Asian college students (in China, Indonesia, Japan, Korea, Taiwan, and Thailand) and L1 English native speakers (ENS). These essays were taken from the International Corpus Network of Asian Learners of English (ICNALE; Ishikawa, 2023a). Through four analyses based on dimension scores, key lexicogrammatical features, clustering, and classification, this study revealed that Asian learners tended to write less informational, less narrative, less overtly expressive, less abstract, and less time-constraint types of essays than ENS. It was also suggested that the lexicogrammatical features of essays were influenced more strongly by learners’ L2 proficiency levels than their countries/regions and that learner essays were classified into four archetypes: colloquial and personal, interactive and persuasive, static and descriptive, and dynamic and reflective. These findings will shed new light on our understanding of Asian learners’ L2 English use.
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