This paper presents a corpus-based analysis of argument structure errors in learner Chinese. The data for analysis includes sentences produced by language learners as well as their corrections by native speakers. We couple the data with semantic role labeling annotations that are manually created by two senior students whose majors are both Applied Linguistics. The annotation procedure is guided by the Chinese PropBank specification, which is originally developed to cover first language phenomena. Nevertheless, we find that it is quite comprehensive for handling second language phenomena. The inter-annotator agreement is rather high, suggesting the understandability of learner texts to native speakers. Based on our annotations, we present a preliminary analysis of competence errors related to argument structure. In particular, speech errors related to word order, word selection, lack of proposition, and argument-adjunct confounding are discussed.

翻译：本文对学习者汉语中的论元结构错误进行了基于语料库的分析。分析数据包括语言学习者产出的句子及其母语者的修正。我们结合了由两位应用语言学专业的高年级学生人工创建的语义角色标注数据。标注过程依据中文PropBank规范进行，该规范最初是为覆盖第一语言现象而开发的。然而，我们发现它对处理第二语言现象也相当全面。标注者间的一致性较高，表明学习者文本对母语者具有可理解性。基于我们的标注，我们初步分析了与论元结构相关的能力性错误。特别地，讨论了与语序、词汇选择、语缺失及论元-附加语混淆相关的言语错误。