TraWL (Tracking Written Learner language): Corpus design and research plans
Anne-Line Graedler (INN), Sylvi Rørvik (INN), Ingrid Kristine Hasund (UiA), Eli-Marie Drange (UiA), Hildegunn Dirdal (UiO)
Second/foreign language (L2) proficiency is at present a major competence area in both educational and general human development. The TraWL project aims to investigate the development of written language competence in L2 languages learnt in Norwegian schools throughout the education journey, based on a large and structured set of authentic pupil texts. A longitudinal corpus of texts written by pupils in primary and secondary school is currently being compiled to form the basis for this research and will later also be made available to other researchers and educators.
We will give examples of the types of texts that have been collected so far, describe the design of the corpus, different data types, etc., and how we are planning to continue the corpus compilation. We will also talk about what kind of research we aim to carry out on the German, Spanish, French and English data respectively. The main project purpose is to contribute to a deeper insight into pupils’ competence in L2, especially about how different factors interact to create developmental paths and textual competence, about universal vs. individual stages of language acquisition and the interactive development of different aspects of language. This is in accordance with a recent objective which encourages a much closer cooperation between the slightly different academic fields, Second Language Acquisition (SLA) and Learner Corpus Research (LCR); cf. e.g. Myles (2015).
Myles, F. (2015). Second language acquisition theory and learner corpus research. In S. Granger, G. Gilquin & F. Meunier (eds.), Cambridge Handbook of Learner Corpus Research. Cambridge: CUP.