Learners' Use of Corpus Examples

Frankenberg‐Garcia, Ana

doi:10.1093/ijl/ecs011

Cited by 50 publications

(48 citation statements)

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“…The overall results presented in the previous section are in accordance with the general findings of Frankenberg-Garcia (2012, and, as in Bogaards and van der Kloot (2002), Chan (2011) and Dziemianko (2006 and, they lend further support to the idea that examples indeed seem to help language production. More specifically, in the present study it was possible to show that simply telling people that their translations are prone to errors does not in itself result in improvement, whereas supplying them with examples in order to assist them revise their initial translations appears to be beneficial.…”

Section: Discussionsupporting

confidence: 89%

“…A possible explanation for this put forward in Frankenberg-Garcia (2012 could be that dictionaries do not seem to make clear a distinction between examples whose purpose is to help learners understand words and phrases and examples meant to help learners employ them while speaking or writing. As pointed out by Humblé (2001), examples to facilitate comprehension (decoding examples) should contain contextual clues about meaning, while examples to facilitate production (encoding examples) should illustrate grammar patterns and collocation.…”

Section: Studies On Dictionary Examplesmentioning

confidence: 99%

“…As discussed in Frankenberg-Garcia (2012, if one wishes to test the value of examples for aiding comprehension, the examples given to learners must at least have the potential to aid comprehension. If examples only illustrate target syntax or collocation without providing contextual clues that help to convey meaning, then it is unlikely that they will be of much use in comprehension.…”

Section: Studies On Dictionary Examplesmentioning

confidence: 99%

“…Instead, the words tested were sufficiently easy for the participants to understand (to control for the comprehension variable), but were often used incorrectly by Portuguese learners of English (to encourage the participants to look up how those words were used). Moreover, because learners might need to see more than just one example to be able to deduce what words mean or learn how to employ them grammatically, Frankenberg-Garcia (2012 also compared the differences between presenting learners with a single and multiple examples.…”

Section: Studies On Dictionary Examplesmentioning

confidence: 99%

“…In addition to this, I attempted to explore whether there was an optimum number of examples to be given to learners. In Frankenberg-Garcia (2012) the students had been given just one or exactly three examples. But would learners benefit from two examples?…”

Section: Aims Of the Studymentioning

confidence: 99%

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Dictionaries and Encoding Examples to Support Language Production

Frankenberg‐Garcia¹

2015

International Journal of Lexicography

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Section: Discussionsupporting

confidence: 89%

Section: Studies On Dictionary Examplesmentioning

confidence: 99%

Section: Studies On Dictionary Examplesmentioning

confidence: 99%

Section: Studies On Dictionary Examplesmentioning

confidence: 99%

Section: Aims Of the Studymentioning

confidence: 99%

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Dictionaries and Encoding Examples to Support Language Production

Frankenberg‐Garcia¹

2015

International Journal of Lexicography

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From wrong word to right word: Equipping ELLs to make correct semantic choices independently

Everly

Cai

2020

TESOL Journal

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Choosing the right word to express meaning can be a challenge for English language learners (ELLs) in both English as second language and English as a foreign language settings, persisting through all proficiency levels in productive language use for several reasons. In order to make correct word choices, ELLs must master the various aspects of a word, including potential multiple meanings, register, connotation, collocation, and other usage aspects. However, learners are typically taught only surface-level skills for using a dictionary or thesaurus but not the deeper skills for systematically solving semantic errors. To help instructors effectively plan instruction to teach ELLs these skills, this conceptual article introduces a six-step semantic problemsolving model for both guiding ELLs in solving semantic choice problems and helping teachers plan instruction.Charts of metalexicographical knowledge, skills, and strategies and of various semantic reference resources with their strengths and weaknesses are included along with a demonstration of how this model can guide ELLs in solving a specific semantic problem. The model in its entirety is most suitable for high school or college ELLs with intermediate proficiency and above. Teachers of younger or lower proficiency learners may simplify this model to gradually build the foundation for systematic semantic problem solving. 2 of 16 | EVERLY and CaI | INTRODUCTIONIt's writing conference day. The teacher and the student sit down to look over the student's latest draft. Noticing an error, the teacher points to a sentence that says, "When you are done, bring me the ready document." "There's a word choice mistake in this sentence." Observing good pedagogical practice, the teacher uses a leading question to promote learner autonomy. After all, you can't teach everything in class, and sooner or later students have to be able to figure these things out for themselves. "Can you find it?"The student stares at the sentence. It looks right-just like it did when he chose the ready document to express his idea. "No."The teacher points to the sentence and tries again, giving a little more support. "Here it is. 'Ready document.' What's wrong with it?" "It's wrong? I thought it was right. That's why I used it." One more try. Keep the responsibility on the student. Don't give away too much information. "Well, it's not. How can you fix it?" More confusion on the student's part. "I don't know. What's wrong with it?" The teacher, becoming more conscious of the student's knowledge limitations, replies, "You picked the wrong word here." "What is the right word?" "You should find that out for yourself. Look it up." "I did look it up. I found this word." "Well, it's not right." The teacher repeats. "You cannot use ready before document here." "Why not? What should I use instead?"And so it goes. This sort of thing happens all the time in both English as a second language (ESL) and English as a foreign language (EFL) settings. In fact, the majority of productive language errors have to do ...

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An Empirical Study of Corpora Application in Data-Driven English Lexical Learning

Wang

Hao

2017

Emerging Technologies for Education

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Learners' Use of Corpus Examples

Cited by 50 publications

References 4 publications

Dictionaries and Encoding Examples to Support Language Production

Dictionaries and Encoding Examples to Support Language Production

From wrong word to right word: Equipping ELLs to make correct semantic choices independently

An Empirical Study of Corpora Application in Data-Driven English Lexical Learning

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