Dear colleagues,
As announced at LCR2024, we are pleased to confirm the formation of a new Working Group on Metadata in Learner Corpus Research, established under the aegis of the Learner Corpus Association (LCA) and in collaboration with the CLARIN K-centre for Learner Corpora (https://uclouvain.be/en/research-institutes/ilc/clarin-knowledge-centre-for-...).
This initiative follows the successful release of the second version of the Core Metadata Schema for Learner Corpora (LC-meta), a milestone that reflects our collective commitment to advancing the field. To understand the rationale behind LC-meta, we invite you to read our recently published open-access article in the International Journal of Learner Corpus Research: https://doi.org/10.1075/ijlcr.24010.paq. Alternatively, if you prefer listening to a lecture, you can tune into a talk given by M. Paquot at the Corpus Linguistics and Applied Linguistics 2023 online seminar series: https://www.um.es/languagecorpora/2023/09/14/the-core-metadata-schema-for-l2.... The schema itself is downloadable at: https://doi.org/10.14428/DVN/AAUEM2.
The Working Group will focus on evaluating and refining the schema, promoting its adoption, and addressing metadata-related challenges in learner corpus research. It will also work towards integrating the schema into relevant infrastructures and developing user-friendly interfaces that enhance accessibility. We believe that by working together, we can significantly enhance the quality, accessibility, and impact of learner corpora.
As a first step, we invite interested colleagues to express their interest in joining the working group by contacting us at kc-l2corpora@uclouvain.bemailto:kc-l2corpora@uclouvain.be by January 20. We extend our thanks to everyone who has already reached out and will be in touch shortly. Due to busy schedules over the coming months, we have decided to schedule the first WGT meeting for early spring 2025. This additional time will allow us to better organize the event and ensure we can share updates on accessibility and user-friendliness.
In the meantime, we would greatly appreciate hearing from colleagues who have already attempted to use the schema in new corpus compilation projects. If that is the case, we would be delighted to discuss your experiences with you!
We look forward to your active participation and to collectively driving forward this important aspect of learner corpus research.
Best regards, Magali Paquot, Jennifer-Carmen Frey, Alexander König, and Egon Stemle
Dear Magali and all
Many thanks for this important initiative. We're using the core metadata schema as part of the Young German Learner English (https://www.ygle.de) project. Overall I think it's working fine. One experience we've had is that there is quite a number of variables that we're not covering or that are not applicable to us, and I think under some circumstances it might be a bit overwhelming or even alienating to researchers that there is lots of stuff in the metadata schema that's just not applicable to their use case. That said, I'm not sure there's an easy solution. The schema needs to be comprehensive and there will inevitably be lots of variation in terms of which variables are of interest in a particular case.
We'll be happy to continue to share our experiences as we make progress with the corpus.
Best wishes Robert
Prof. Dr. Robert Fuchs | Department of English, American and Celtic Studies | University of Bonn | Rabinstr. 8 53113 Bonn, Germany | https://uni-bonn.academia.edu/RFuchs | https://www.iaak.uni-bonn.de/bael/en/people/chair/prof-dr-robert-fuchs | https://sites.google.com/view/rflinguistics/
*Recent publications:* *2024/to appear* Fuchs, R., Wiltshire, C. & Sarmah, P. (to appear). *The role of English in the linguistic ecology of Northeast India https://www.academia.edu/125365118/The_role_of_English_in_the_linguistic_ecology_of_Northeast_India*. In P. Siemund, et al. (Eds.), /World Englishes in their Local Multilingual Ecologies/. Amsterdam: Benjamins. Fuchs, R. (to appear). *Influencing people around the globe - The linguistic expression of persuasion across varieties of English worldwide* https://www.academia.edu/107491904/Influencing_people_around_the_globe_The_linguistic_expression_of_persuasion_across_varieties_of_English_worldwide_In_Dayter_Daria_and_Sofia. In D. Dayter, & S. Rüdiger (Eds.), /Manipulation, Influence, and Deception: The Changing Landscape of Persuasive Language/. Cambridge: CUP. Lange, C., & Fuchs, R. (to appear). *English in India*. In R. Hickey & K. Burridge (Eds.), /New Cambridge History of the English Language/. Cambridge: CUP.
*2023* Meer, P., Fuchs, R., et al. (2023). *Prosodic variation of English in Dominica, Grenada, and Trinidad https://onlinelibrary.wiley.com/doi/full/10.1111/weng.12615*. /English World-Wide, 42/(1), 48-72. Preprint https://www.academia.edu/91454117/Prosodic_variation_of_English_in_Dominica_Grenada_and_Trinidad Fuchs, R. (Ed). (2023). *Speech Rhythm in Learner and Second Language Varieties of English https://link.springer.com/book/10.1007/978-981-19-8940-7*. Singapore: Springer. Fuchs, R. (2023). *A Synthesis of Research on Speech Rhythm in Native, Learner and Second Language Varieties of English https://link.springer.com/chapter/10.1007/978-981-19-8940-7_1 – Introduction to the Volume*. In R. Fuchs (Ed.), /Speech Rhythm in Learner and Second Language Varieties of English/ (pp. 1-14). Singapore: Springer. Fuchs, R. (2023). *Rhythm Metrics and the Perception of Rhythmicity in Varieties of English as a Second Language https://link.springer.com/chapter/10.1007/978-981-19-8940-7_8*. In R. Fuchs (Ed.), /Speech Rhythm in Learner and Second Language Varieties of English/ (pp. 187-210). Singapore: Springer. Fuchs, R. (2023). *Colonial lag or feature retention in postcolonial varieties of English https://www.taylorfrancis.com/chapters/edit/10.4324/9781003227342-7/colonial-lag-feature-retention-postcolonial-varieties-english-robert-fuchs. The negative scalar conjunction “and that too” in South Asian Englishes and beyond*. In P. Rautionaho, et al. (Eds.), /Social and Regional Variation in World Englishes: Local and Global Perspectives/ (pp. 123-148). London: Routledge. Preprint https://www.academia.edu/93058351/Colonial_Lag_or_Feature_Retention_in_Postcolonial_Varieties_of_English_The_Negative_Scalar_Conjunction_and_that_too_in_South_Asian_Englishes_and_beyond Fuchs, R. (2023). *Analysing the speech rhythm of New Englishes https://benjamins.com/catalog/veaw.g68.07fuc: A guide to researchers and a case study on Pakistani, Philippine, Nigerian and British English*. In G. Wilson & M. Westphal (Eds.), /New Englishes, New Methods/ (pp. 132-155). Amsterdam: Benjamins. Preprint https://www.academia.edu/93058425/Analysing_the_speech_rhythm_of_New_Englishes_A_guide_to_researchers_and_a_case_study_on_Pakistani_Philippine_Nigerian_and_British_English Fuchs, R. (2023). *Spelling and punctuation*. In A. Borlongan (Ed.), /Philippine English: Development, Structure, and Sociology of English in the Philippines/ (pp. 113-122). London: Routledge. Preprint https://www.academia.edu/38277237/Spelling_and_punctuation_In_Philippine_English_Development_Structure_and_Sociology_of_English_in_the_Philippines_ Chan, H. L. & Fuchs, R. (2023). *Revisiting the vowels of Hong Kong English - the post-handover generation*. /Proceedings of the 20th ICPhS/. Preprint https://www.academia.edu/100926741/Revisiting_the_vowels_of_Hong_Kong_English_The_post_handover_generation Payne, E., Maxwell, O., Fuchs, R., & Wang, Y. (2023). *Lexical Stress Perception in Indian Englishes*. /Proceedings of the 20th ICPhS/. Preprint https://www.academia.edu/100905996/Lexical_Stress_Perception_in_Indian_Englishes
On 20/11/2024 11:12, Magali Paquot via Corpora wrote:
Dear colleagues, As announced at LCR2024, we are pleased to confirm the formation of a new Working Group on Metadata in Learner Corpus Research, established under the aegis of the Learner Corpus Association (LCA) and in collaboration with the CLARIN K-centre for Learner Corpora (_https://uclouvain.be/en/research-institutes/ilc/clarin-knowledge-centre-for-... https://uclouvain.be/en/research-institutes/ilc/clarin-knowledge-centre-for-learner-corpora.html). This initiative follows the successful release of the second version of the Core Metadata Schema for Learner Corpora (LC-meta), a milestone that reflects our collective commitment to advancing the field. To understand the rationale behind LC-meta, we invite you to read our recently published open-access article in the International Journal of Learner Corpus Research: _https://doi.org/10.1075/ijlcr.24010.paq_ https://doi.org/10.1075/ijlcr.24010.paq. Alternatively, if you prefer listening to a lecture, you can tune into a talk given by M. Paquot at the Corpus Linguistics and Applied Linguistics 2023 online seminar series: _https://www.um.es/languagecorpora/2023/09/14/the-core-metadata-schema-for-l2... https://www.um.es/languagecorpora/2023/09/14/the-core-metadata-schema-for-l2-data/. The schema itself is downloadable at: _https://doi.org/10.14428/DVN/AAUEM2_ https://doi.org/10.14428/DVN/AAUEM2. The Working Group will focus on evaluating and refining the schema, promoting its adoption, and addressing metadata-related challenges in learner corpus research. It will also work towards integrating the schema into relevant infrastructures and developing user-friendly interfaces that enhance accessibility. We believe that by working together, we can significantly enhance the quality, accessibility, and impact of learner corpora. As a first step, we invite interested colleagues to express their interest in joining the working group by contacting us at _kc-l2corpora@uclouvain.be_ mailto:kc-l2corpora@uclouvain.be by *January 20*. We extend our thanks to everyone who has already reached out and will be in touch shortly. Due to busy schedules over the coming months, we have decided to schedule the first WGT meeting for early spring 2025. This additional time will allow us to better organize the event and ensure we can share updates on accessibility and user-friendliness. In the meantime, we would greatly appreciate hearing from colleagues who have already attempted to use the schema in new corpus compilation projects. If that is the case, we would be delighted to discuss your experiences with you! We look forward to your active participation and to collectively driving forward this important aspect of learner corpus research. Best regards, Magali Paquot, Jennifer-Carmen Frey, Alexander König, and Egon Stemle
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