Current higher vocational English textbooks have limitations in providing timely work-related information, representing the nature of vocational education, preserving authenticity of text materials, and using technology to enhance textbook interactivity. To address the limitations of current higher vocational English textbooks, this study adopts corpus-based approaches to developing a loose-leaf textbook for higher vocational English, a new form of textbook that delivers timely, authentic, job-oriented content enhanced by digitalization. Upon an on-the-job investigation, this study builds CECLOTED, a corpus congruent with the typical job tasks for cross-border E-commerce operations. Based on corpus data analysis upon metrics of frequency, keyness, dispersion, collocation and colligation, this study strikes a balance between authentic text feature and linguistic complexity appropriate for higher vocational English learners. This study also develops an online learning platform coherent with the printed textbook with B/S architecture so as to present information in a ubiquitous, dynamic and interactive manner. Compared with the conventional textbook, the loose-leaf textbook which comprises learning texts, vocabulary lists, learning tasks and an online learning platform is more conducive to enhancing language proficiency and job-related skills.
This study proposed and implemented corpus-based writing instruction via the use of a custom-made corpus learning platform for learners of cross-border e-commerce English in the context of vocational colleges. It attested the effects of the proposed DDL pedagogy versus conventional PPP teaching practice on 83 e-commerce majors at a vocational college randomly forming a control group and an experimental group respectively. The experimental group received a three-step inductive pedagogical approach enabled by a tailer-made corpus learning platform while the control group was taught by conventional PPP teaching practice. Results indicated that the experimental group outperformed the control group in writing product description which is a language skill essential to cross-border e-commerce operation. Findings of this research can be interpreted as suggestive that it’s worthwhile to apply custom-made specialized corpora and corpus-based teaching pedagogy to facilitate ESP learning for EFL learners at vocational colleges.
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