How can data-driven learning be used in language teaching?

Gilquin, Gaëtanelle; Granger, Sylviane

doi:10.4324/9780203856949.ch26

Cited by 48 publications

(44 citation statements)

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“…Our definition of the field as the use of the tools and techniques of corpus linguistics for L2 learning or use gives a deliberately broad remit. This is not an original definition, mirroring as it does that offered by Gilquin and Granger (, p. 359), though it clearly goes beyond the narrow view of DDL as entirely autonomous, serendipitous corpus browsing—a strawman view that has been seized upon perhaps more by critics than advocates because it is “doubtful… whether this can be fruitfully put into practice in the reality of ELT classrooms” (Mukherjee, , p. 14). The broader definition proposed here thus makes sense from a pedagogical and theoretical perspective (cf.…”

Section: Introductionmentioning

confidence: 99%

Corpus Use in Language Learning: A Meta‐Analysis

2017

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This study applied systematic meta‐analytic procedures to summarize findings from experimental and quasi‐experimental investigations into the effectiveness of using the tools and techniques of corpus linguistics for second language learning or use, here referred to as data‐driven learning (DDL). Analysis of 64 separate studies representing 88 unique samples reporting sufficient data indicated that DDL approaches result in large overall effects for both control/experimental group comparisons (d = 0.95) and for pre/posttest designs (d = 1.50). Further investigation of moderator variables revealed that small effect sizes were generally tied to small sample sizes. Research has barely begun in some key areas, and durability/transfer of learning through delayed posttesting remains an area in need of further investigation. Although DDL research demonstrably improved over the period investigated, further changes in practice and reporting are recommended. Open Practices This article has been awarded Open Materials and Open Data badges. All materials and data are publicly accessible via the Open Science Framework at https://osf.io/jkktw. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Introductionmentioning

confidence: 99%

Corpus Use in Language Learning: A Meta‐Analysis

2017

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“…Based on this, the present study aims to apply corpus resources and corpus techniques to Business English pedagogy in Chinese setting to enhance the collocation competence of EFL learners, which both tentatively enriches corpus-based pedagogy and Business English teaching methods. feature in the form of concordance lines (Gilquin & Granger, 2010). What's more, Allan (2009) stated the specific potential of corpus-aided lexical pedagogy for lexical learning, "it is particularly helpful in that it gives learners multiple exposures to words in context, offering potential for deepening word knowledge through the information provided about collocations, contextual behaviour, and register.…”

Section: Introductionmentioning

confidence: 99%

Corpus-aided Business English Collocation Pedagogy: An Empirical Study in Chinese EFL Learners

Chen¹

2017

ELT

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This study reports an empirical study of an explicit instruction of corpus-aided Business English collocations and verifies its effectiveness in improving learners' collocation awareness and learner autonomy, as a result of which is significant improvement of learners' collocation competence. An eight-week instruction in keywords' collocations, with the help of AntConc and self-constructed Business English Pedagogical Corpus combined with COCA general corpus and Wikipedia corpus, was imparted to 23 undergraduate learners majoring in Business English in Guangdong University of Foreign Studies. They took the collocation competence pre-test and post-test before and after the teaching experiment which was phased into two themes and submitted learning reflective journals at the end of each theme instruction and answered a questionnaire at the final end. The data from the tests, reflective journals and questionnaire collaboratively suggest that given appropriate guidance EFL Business English learners can take a more active role in raising their collocation awareness and developing learner autonomy and thus improve their collocation competence significantly. The results from the test analysis also indicate that the corpus-aided Business English collocation pedagogy is proved to be more effective for intermediate and advanced level learners rather than lower level ones. The findings have pedagogical implications for EFL Business English instructors and learners.

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“…DDL has proven to be beneficial to students in the following ways. Firstly, as Gilquin and Granger (2010) have shown, DDL provides students with a large number of authentic examples in the classroom. Stubb (2001) emphasizes the importance of concordances which reveal more reliable facts about frequency and typicality of words than those given by the native speaker's intuition.…”

Section: Introductionmentioning

confidence: 99%

Two Different Types of Corpora: Japanese Students’ Perceptions

Hirata

Thompson

2013

Knowledge Sharing Through Technology

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Abstract. The recent interest in utilizing a large collection of authentic electronic language resources, called a corpus, has increased in tertiary institutions to facilitate student language learning. The examination of a corpus has made it possible for students to analyze multiple language examples and the patterns of co-occurred words. This approach, referred to as 'data-driven learning', assists students in becoming more aware of language use and patterns of various forms. This paper outlines the research conducted for the purpose of examining how Japanese students perceive the efficacy of exploring different types of corpora: one corpus familiar to students, and the other, the Brown Corpus which was unfamiliar to students. Specifically, the focus was on examining the relationships between the students' proficiency levels and their perceptions of using different types of corpora.

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How can data-driven learning be used in language teaching?

Cited by 48 publications

References 0 publications

Corpus Use in Language Learning: A Meta‐Analysis

Corpus Use in Language Learning: A Meta‐Analysis

Corpus-aided Business English Collocation Pedagogy: An Empirical Study in Chinese EFL Learners

Two Different Types of Corpora: Japanese Students’ Perceptions

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