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Corpus and Computational Methods for Usage-Based Chinese Language Learning: Toward a Professional Multilingualism

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Computational and Corpus Approaches to Chinese Language Learning

Part of the book series: Chinese Language Learning Sciences ((CLLS))

Abstract

Language is a complex functional adaptive system (Beckner et al. in Lang Learn 59:1–26, 2009; Ellis in Usage-based perspectives on second language learning, De Gruyter, Berlin/Boston, pp 49–73, 2015). Language learning is learning to use a complex system Larsen-Freeman (Alternative approaches to second language acquisition, Routledge, London, pp 47–72, 2011). It is a multidimensional task involving social cognitive processes that interact both in time and space MacWhinney (Usage based perspectives on second language learning, De Gruyter, Berlin, pp 19–48, 2015). Language learning in the twenty-first century is “enmeshed in globalization, technologization, and mobility” and hence “emergent, dynamic, unpredictable, open ended, and intersubjectively negotiated” (The Douglas Fir Group in Mod Lang J 100:19–47, 2016: 19). Accordingly, the field of language teaching is more interdisciplinary than ever. It requires not only knowledge of language as a functional system and knowledge of language learning as a human socio-cognitive endeavor but also expanded communication across domains traditionally separated by differences in the methodology of knowledge construction. This chapter focuses on the usage-based model of language and language learning within a broader cognitive theory of linguistic knowledge and its development. The goal is to establish a theoretical relevancy and methodological necessity of corpus and computational methods to the knowledge base for language pedagogy as a practical field. In doing so, this chapter serves to ground the application of such methods as part of a professional multilingualism that informs the learning, teaching, and assessment of Chinese as a second language.

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Notes

  1. 1.

    In this chapter, I use the term “second language” in a broad sense that includes “foreign language”.

  2. 2.

    The 10-year learning results in the Language Flagship Program, a model of undergraduate advanced foreign language education designed to produce professionals with superior proficiency in a critical target language, demonstrate that attainment of professional proficiency is possible. However, it takes high expectations, realistic goal setting, rigorous student-centered and individualized intervention, immersion experience, and accountability at the institutional level (Nugent and Slater 2016). The proportion of students in the program that reach the professional level are not the 5% outliers Selinker (1972) deemed ignorable as data. For example, in 2015, 39.4% of the students who completed the program reached IRL level 3 in three modalities. See the Flagship Annual Reports Archive for data: https://www.thelanguageflagship.org/content/reports.

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  1. University of Oregon, Eugene, USA

    Zhuo Jing-Schmidt

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  1. Zhuo Jing-Schmidt
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Correspondence to Zhuo Jing-Schmidt .

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  1. Department of Applied Linguistics, The Pennsylvania State University, University Park, PA, USA

    Xiaofei Lu

  2. Department of Computer Science and Information Engineering, National Taiwan Normal University, Taipei, Taiwan

    Berlin Chen

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Jing-Schmidt, Z. (2019). Corpus and Computational Methods for Usage-Based Chinese Language Learning: Toward a Professional Multilingualism. In: Lu, X., Chen, B. (eds) Computational and Corpus Approaches to Chinese Language Learning. Chinese Language Learning Sciences. Springer, Singapore. https://doi.org/10.1007/978-981-13-3570-9_2

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  • DOI: https://doi.org/10.1007/978-981-13-3570-9_2

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