In this paper we present an NLP-based approach for tracking the evolution of written language competence in L2 Spanish learners using a wide range of linguistic features automatically extracted from students’ written productions. Beyond reporting classification results for different scenarios, we explore the connection between the most predictive features and the teaching curriculum, finding that our set of linguistic features often reflect the explicit instructions that students receive during each course.

In this paper we present a comparison between the linguistic knowledge encoded in the internal representations of a contextual Language Model (BERT) and a contextual-independent one (Word2vec). We use a wide set of probing tasks, each of which corresponds to a distinct sentence-level feature extracted from different levels of linguistic annotation. We show that, although BERT is capable of understanding the full context of each word in an input sequence, the implicit knowledge encoded in its aggregated sentence representations is still comparable to that of a contextual-independent model. We also find that BERT is able to encode sentence-level properties even within single-word embeddings, obtaining comparable or even superior results than those obtained with sentence representations.