Enhancing writing pedagogy with learner corpus data

Cotos, Elena

doi:10.1017/s0958344014000019

Cited by 82 publications

(53 citation statements)

References 46 publications

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“…There has been unquestionably substantial research on the use of DDL for several areas of language teaching; mainly lexis and grammar and their reflection in writing and speaking (Boulton, 2009(Boulton, , 2010Cotos, 2014;Gabrielatos, 2013;Geluso & Yamaguchi, 2014). DDL was found more advantageous in language teaching when compared to traditional approaches, particularly in improving lexical competence of language learners.…”

Section: Corpora In Language Teachingmentioning

confidence: 99%

Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners

Aşık

Vural

Akpınar

2015

Journal of Education and Training Studies

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Data-driven learning (DDL) has become an innovative approach developed from corpus linguistics. It plays a significant role in the progression of foreign language pedagogy, since it offers learners plentiful authentic corpora examples that make them analyze language rules with the help of online corpora and concordancers. The present study attempts to reveal Turkish EFL learners' attitudes and beliefs about DDL instruction in terms of lexical awareness and development. A mixed method including a questionnaire and a focus group interview was used to gather data. The statistical analysis of the results indicated positive attitudes towards DDL instruction in terms of raising the depth of lexical awareness particularly for synonyms and collocations. However, participants reported that their awareness towards word frequency, idioms and vocabulary learning strategies did not increase satisfactorily. Negative attitudes were also observed due to technical problems of the software and time-consuming nature of doing tasks through corpus.

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Section: Corpora In Language Teachingmentioning

confidence: 99%

Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners

Aşık

Vural

Akpınar

2015

Journal of Education and Training Studies

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“…The second stream of studies explored the effects of using different types of corpora on writing. Chang [26] examined the usefulness of general corpora and specialized corpora as reference resources for academic English writing, while Cotos [37] compared the effectiveness of combining native-speaker and learner corpora and exposing students only to native-speaker data in improving L2 writers' knowledge of linking adverbials. These studies were mainly conducted by comparing the usefulness of different reference tools; however, Geluso [32] made a different comparison, which contrasted learners' initial Google-informed phrases vs final nonGoogle-informed phrases, suggesting that Google could be an effective reference tool to improve the naturalness of their productive language use.…”

Section: Research Focus and Major Findingsmentioning

confidence: 99%

Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies

Luo

Zhou

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Corpus technology is commonly used by researchers and professionals for language description; however it can also be employed by second or foreign language learners in what has come to be known as data-driven learning (DDL). DDL has been suggested as an effective approach to improve second language (L2) learners' writing competence. To popularize DDL approach among ordinary language teachers and learners, this paper offers an overview of empirical DDL research in writing published from 2010 to 2016, which can provide insights into how DDL approach is integrated into an actual writing classrooms and how much it can contribute to the development of L2 writing skill. The analysis of the surveyed studies reveals the great potentials of DDL activities in L2 writing class from different perspectives but it's also found that corpora are not superior to other traditional reference tools for some consultation purposes. For certain lexical problems, L2 learners are more willing to consult online dictionaries or other conventional tools. It is thus suggested to develop online platforms which could provide easy and free access to the userfriendly corpora along with other types of reference tools. The tendency of future studies is also predicted in the end.

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“…Numerous studies have investigated the effectiveness of DDL in teaching linking adverbials (LAs), a construct related to MWS [5,[9][10]12]. Linking adverbials connect sections of text, either within a sentence or across longer sections of text.…”

Section: Review Of Empirical Studies On Ddlmentioning

confidence: 99%

“…Garner found a statistical difference between correct use of LAs in pretest and posttest essays, from which he infers the effectiveness of the treatment. Cotos [9] aimed to find out whether the inclusion of a learner corpus would impact the effectiveness of DDL in teaching LAs to L2 English undergraduates. She instructed two classrooms via DDL, but only the LLD group used a learner corpus of essays written by unidentified course students.…”

Section: Review Of Empirical Studies On Ddlmentioning

confidence: 99%

How Does Data Driven Learning Affect the Production of Multi-Word Sequences in EAP Students’ Academic Writing?

Larsen-Walker¹

2017

Proceedings of the Conference EUROPHRAS 2017 - Computational and Corpus-Based Phraseology: Recent Advances and Interdisciplinar

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Abstract. Multi-word sequences (MWSs) have been found to occur with high frequency in academic writing [2,25]. MWSs are recurrent expressions, which a writer retrieves from his/her long-term memory in order to construct utterances. In written discourse, such MWSs serve to refer the reader to previous research, organize the sections of texts and discourse within them and position the writer as knowledgeable [2,3]. Previous research suggests that L2 writers frequently misuse these forms, resulting in disfluent written discourse [8,20,23]. Nevertheless, Hyland [14] suggests that use of appropriate and sophisticated MWSs helps to establish the writer as a member of an academic discourse community. The current, corpus-based and quasi-experimental study investigates the effectiveness of using Data Driven Learning (DDL) in conjunction with teaching MWSs. Key MWSs have been selected from Simpson-Vlach and Ellis' [25] Academic Formulas List (AFL), specifically from the Referential Function and two sub-categories of the Stance Function, Hedges and Epistemic Stance. The researcher used an objective pretest-posttest to ascertain how DDL affects students' receptive knowledge of AFL-MWSs and used the first and final drafts of an argumentative essay to assess students' ability to produce them. A statistically significant difference between pretest and posttest scores for the treatment group supports the assertion that DDL positively impacts students' receptive knowledge of AFL-MWSs. Discussion includes comparison between students' self-generated inductions regarding each AFL-MWSs and how they used them within their essays.

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Enhancing writing pedagogy with learner corpus data

Cited by 82 publications

References 46 publications

Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners

Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners

Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies

How Does Data Driven Learning Affect the Production of Multi-Word Sequences in EAP Students’ Academic Writing?

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