Data Driven Learning by Discovering Lexical Bundles Using Corpus Resources

Yusuf, Kamal

doi:10.2991/assehr.k.200427.011

Cited by 2 publications

(2 citation statements)

References 7 publications

(8 reference statements)

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“…Interviewed teachers stated that they found many advantages of using corpusbased materials such as a list of parts of speech and concordance lines and activities in teaching different grammar, vocabulary, and writing in their ELT classrooms. They used corpus-based tools and software such as AntConc (Yusuf, 2020) and TagAnt to design materials for language teaching. Furthermore, teachers suggested that corpus-based software can be used to identify the basic mistakes that students make.…”

Section: Discussion and Findingsmentioning

confidence: 99%

Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

Jamal

Shafqat

Afzal

2021

Lib. Arts Soc. Sci. Int. J.

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The objective of the study is to understand language teachers’ perceptions regarding incorporating a corpus-based approach, i.e., corpus-based teaching methodology in English Language Teaching (ELT) classroom contexts. The design of the study is qualitative. The sample is taken from 19 English language teachers who are currently enrolled as students of Master of Applied Linguistics at NED University, Karachi, Pakistan. The instrument of the study is an open-ended questionnaire and also a focus groups based on semi-structured interviews. A thematic analysis of the interviews is conducted, as a result of which different themes emerged that conform to the benefits of incorporating corpus-based materials and activities in ELT classrooms. The findings show that use of a corpus-based teaching methodology in ELT classrooms is accepted as a new strategy for teaching different aspects and skills of English language such as vocabulary, grammar, reading, and writing. The pedagogical implications are found to be significant for curriculum designers, ELT teachers, and administrators at educational institutes where they want to enhance their students' interest and motivation levels. Material designers, corpus-based tools researchers, and teachers are suggested to collaborate for designing effective corpus-based materials for teaching as it increases the reliability of the teaching material.

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Section: Discussion and Findingsmentioning

confidence: 99%

Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

Jamal

Shafqat

Afzal

2021

Lib. Arts Soc. Sci. Int. J.

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“…Furthermore, the AntConc corpus software version 3.5.9 1 was used to extract the data. This is a multiplatform practical tool that can be used in corpus studies and language classrooms for instigating data-driven language learning (Yusuf, 2020). The software was also used to convert the English textbooks, including instructions and teaching materials, from pdf to txt.…”

Section: Methodsmentioning

confidence: 99%

Lexical Bundles in Indonesian EFL Textbooks: A Corpus Analysis

Ardi

Oktafiani

Widianingtyas

et al. 2023

JLE

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Background. Lexical bundles in textbooks are of paramount importance in foreign language learning. They provide a framework for new vocabulary acquisition and help to build fluency. Despite many studies on lexical bundles, investigations into their usage in EFL textbooks in the Indonesian context are still rare. Purpose. This corpus-based study examines the patterns and structural classifications of lexical bundles in EFL course textbooks for Indonesian senior high school students. As such, it could yield ready-made chunks of English which could be incorporated into students’ spoken and written communication. Method. The AntConc software version 3.5.9 was used to extract lexical bundles from five Indonesian Senior High School English textbooks. These books were endorsed by the government to be used across the country. The corpus revealed that the textbooks had 54,009 lexical bundles. In addition, the bundles were categorized into patterns and structural classifications based on Biber et al. (1999). Results. The results showed the patterns included three-word lexical bundles with 32,527 occurrences, four-word with 11,620, five-word with 6,073, and six-word with 3,789. Furthermore, eleven structural classifications of lexical bundles were found in the textbooks: “noun phrase + of phrase fragment” with 173 occurrences; “noun phrase + other post modifier fragment” with 44; “other noun phrases fragment” with 157; “prepositional phrase + of” with 13; “other prepositional phrases” with 243; “anticipatory it + verb phrase/adjective phrase” with 13; “passive verb + prepositional phrase” with 19; “copula be + noun phrase/ adjective phrase” with 30; “(verb phrase +) that- clause” with 59; and “(verb/adjective +) to- clause” with 239. Conclusion. Three-word lexical bundles were the most frequent in the senior high English textbooks. High frequency implies repetition of the bundles. Also, the other prepositional phrase fragment was the most frequent structural classification. Short bundles may have been intended to help students to retain vocabulary and recall the bundles in the usage. This study, therefore, provides valuable insights into the most common groups of words used in the Indonesian EFL textbooks. Pedagogically speaking, repeated bundles in English textbooks can familiarize EFL students with the patterns, and they can use them in spoken and written communication.

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Data Driven Learning by Discovering Lexical Bundles Using Corpus Resources

Cited by 2 publications

References 7 publications

Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

Teachers’ perceptions of incorporation of corpus-based approach in English language teaching classrooms in Karachi, Pakistan

Lexical Bundles in Indonesian EFL Textbooks: A Corpus Analysis

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