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What's Hard in German? WHiG: a British learner corpus of German

What's Hard in German? WHiG: a British learner corpus of German <jats:p> This short paper reports on the construction of a freely available learner corpus of advanced British English undergraduate learners of German, which was developed at Bangor University (United Kingdom) and the Humboldt-Universität zu Berlin (Germany). The corpus, What's Hard in German? (WHiG), can be compared to its sibling learner corpus, Falko-L2, and to the native speaker corpus, Falko-L1, using a creative commons user licence or a specifically designed online corpus platform interface, Annis. The main aim of the WHiG project was to collect typed-up essays from participants who achieved a CEFR proficiency of level B2 or higher in the metadata obtained, and whose essays are subsequently POS-tagged, lemmatised and error-tagged. A multi-layer annotation offers researchers the opportunity to work with the collected data and even to provide their own layers of annotation, which in turn can be made available online. </jats:p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Corpora Edinburgh University Press

What's Hard in German? WHiG: a British learner corpus of German

Corpora , Volume 9 (2): 191 – Nov 1, 2014

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References (38)

Publisher
Edinburgh University Press
Copyright
© Edinburgh University Press
Subject
Linguistics
ISSN
1749-5032
eISSN
1755-1676
DOI
10.3366/cor.2014.0057
Publisher site
See Article on Publisher Site

Abstract

<jats:p> This short paper reports on the construction of a freely available learner corpus of advanced British English undergraduate learners of German, which was developed at Bangor University (United Kingdom) and the Humboldt-Universität zu Berlin (Germany). The corpus, What's Hard in German? (WHiG), can be compared to its sibling learner corpus, Falko-L2, and to the native speaker corpus, Falko-L1, using a creative commons user licence or a specifically designed online corpus platform interface, Annis. The main aim of the WHiG project was to collect typed-up essays from participants who achieved a CEFR proficiency of level B2 or higher in the metadata obtained, and whose essays are subsequently POS-tagged, lemmatised and error-tagged. A multi-layer annotation offers researchers the opportunity to work with the collected data and even to provide their own layers of annotation, which in turn can be made available online. </jats:p>

Journal

CorporaEdinburgh University Press

Published: Nov 1, 2014

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