Profiling learners through pragmatically and error annotated corpora

What is it about?

This chapter introduces a novel way to combine pragmatic an and error analysis in order to be able to judge the communicative competence and performance of learners better. Apart from demonstrating how speech-act information and syntax types may indicate communicative strategies, it also presents a new error typology suitable for categorising different error types and their potential severity.

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Why is it important?

This chapter introduces a novel way to combine pragmatic an and error analysis in order to be able to judge the communicative competence and performance of learners better. Apart from demonstrating how speech-act information and syntax types may indicate communicative strategies, it also presents a new error typology suitable for categorising different error types and their potential severity.