Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multi-layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning.The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; fi rst-and additional language literacy; language teacher education; language development and socialization in non-traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics.
This paper studies the rationale for allowing Data-driven learning (DDL) more prominence in the EFL classroom. After covering some pertinent issues and developments in the field of pedagogic grammar (PG), the case for DDL will be discussed. The last part of this paper features uses of data-driven learning with Japanese university students, with special consideration given to their reactions to this new form of grammar learning.
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