Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing

Rezaee, Abbas Ali; Marefat, Hamideh; Saeedakhtar, Afsaneh

doi:10.1080/09588221.2014.889712

Cited by 27 publications

(21 citation statements)

References 33 publications

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“…In addition, formulaic expressions, collocations and idioms are mentioned among the topics that still pose challenges to CALL research (Levy, Hubbard, Stockwell, & Colpaert, 2015). Collocations like to commit suicide or heavy drinker are known to be difficult for L2 learners and have been addressed in various CALL studies (Chan & Liou, 2005;Daskalovska, 2015;Futagi, Deane, Chodorow, & Tetreault, 2008;Nesselhauf & Tschichold, 2002;Rezaee, Marefat, & Saeedakhtar, 2015;Shei, 2008;Shei & Pain, 2000;Wu, Witten, & Franken, 2010). Idiomatic expressions like to feel under the weather or to see eye to eye also appear to be particularly challenging for L2 learners (Ahmadi, Sahragard, & Babaie Shalmani, 2017;Cie slicka, 2006;Conklin & Schmitt, 2008;Steinel, Hulstijn, & Steinel, 2007;Wray, 2000), but have received less attention in CALL.…”

Section: Introductionmentioning

confidence: 99%

Learning L2 idioms in a CALL environment: the role of practice intensity, modality, and idiom properties

Cucchiarini

Hubers

Strik

2020

Computer Assisted Language Learning

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Idiomatic expressions like hit the road or turn the tables are known to be problematic for L2 learners, but research indicates that learning L2 idiomatic language is important. Relatively few studies, most of them focusing on English idioms, have investigated how L2 idioms are actually acquired and how this process is affected by important idiom properties like transparency (the degree to which the figurative meaning of an idiom can be inferred from its literal analysis) and cross-language overlap (the degree to which L2 idioms correspond to L1 idioms). The present study employed a specially designed CALL system to investigate the effects of intensity of practice and the reading modality on learning Dutch L2 idioms, as well as the impact of idiom transparency and cross-language overlap. The results show that CALL practice with a focus on meaning and form is effective for learning L2 idioms and that the degree of practice needed depends on the properties of the idioms. L2 learners can achieve or even exceed native-like performance. Practicing reading idioms aloud does not lead to significantly higher performance than reading idioms silently.These findings have theoretical implications as they show that differences between native speakers and L2 learners are due to differences in exposure, rather than to different underlying acquisition mechanisms. For teaching practice, this study indicates that a properly designed CALL system is an effective and an ecologically sound environment for learning L2 idioms, a generally unattended area in L2 classes, and that teaching priorities should be based on degree of transparency and cross-language overlap of L2 idioms.

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Section: Introductionmentioning

confidence: 99%

Learning L2 idioms in a CALL environment: the role of practice intensity, modality, and idiom properties

Cucchiarini

Hubers

Strik

2020

Computer Assisted Language Learning

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“…Specifically, students enjoyed the process of discovering the linguistic rules themselves (Phoocharoensil, ) and found this a useful and effective approach to language learning (Charles, ; Geluso & Yamaguchi, ; Phoocharoensil, ). Students' positive attitudes to the value of DDL are also reflected in their actual language skills, with improved collocations (Rezaee, Marefat, & Saeedakhtar, ), retention of vocabulary (Jalilifar, Mehrabi, & Mousavinia, ), command of grammar rules (Smart, ), and ability to self‐correct and revise linguistic errors when consulting a corpus (Todd, ; Tono, Satake, & Miura, ). Students taught with DDL are found to become able to apply learned linguistic features in both general compositions and academic writing (Z. Huang, ; H. Yoon, ).…”

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confidence: 99%

Effects of Corpus‐Aided Language Learning in the EFL Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan

Lin

2015

TESOL Quarterly

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This study employed a blended approach to form an extensive assessment of the pedagogical suitability of data-driven learning (DDL) in Taiwan's EFL grammar classrooms. On the one hand, the study quantitatively investigated the effects of DDL compared with that of a traditional deductive approach on the learning motivation and selfefficacy of first-year college students majoring in English. On the other, it qualitatively examined a group of early-career teachers' (ECTs') hands-on experience of teaching DDL to these students. The research results via t-tests show that only those who received DDL treatment have enhanced learning attitudes in general. No significant differences, however, were found between the effects of these treatments in a multivariate analysis test of covariance. In contrast, qualitative inquiry shows that, despite facing technical difficulties and increased workload, the ECTs found their DDL teaching experience innovative and interesting, believed in its effectiveness in grammar learning, and judged it to transform Taiwanese students' grammar learning patterns from passivity to active engagement. This article concludes with suggestions for future DDL applications and investigation in the EFL grammar classrooms of Taiwan.

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“…While, for instance, Kennedy and Miceli (2001) found that learners exposed to DDLcentered tasks become discouraged, Rezaee, Marefat, and Saeedakhtar (2014) found that learners who engaged in DDL gave positive comments on it. DDL was favored as it not only provides rich and authentic input (e.g., Johns, 1991;Sun & Wang, 2003;Yoon, 2011) but also transforms relatively passive learners into active ones, and essentially the subordinate into autonomous (Huang, 2011;Lin & Lee, 2015;Starfield, 2004;Yoon, 2008).…”

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confidence: 99%

“…Although Boulton (2010) argued that DDL does not fit well into teaching certain aspects of grammar, some studies (e.g., FrankenbergGarcia, 2012;Gaskell & Cobb, 2004;Gilmore, 2009;Quinn, 2014) found positive effects of DDL in terms of correcting typical L2 mistakes. Additionally, Rezaee et al (2014) and Smart (2014) favored DDL, claiming that it improves learners' knowledge of collocations and grammar knowledge as they frequently come across multiple examples juxtaposed line by line that are related to the use of an unknown word in different contexts (Thurstun & Candlin, 1998;Wu, Witten, & Franken, 2010).…”

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confidence: 99%

Vocabulary Learning through Data-driven Learning in an English as a Second Language Setting

Soruç

Tekin²

2017

EDUC SCI-THEOR PRACT

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The past twenty years have witnessed rapid advances in the field of corpus studies, with some studies, for instance, investigating the effectiveness of data-driven learning (DDL), through which students can discover and learn. However, empirical evidence on this approach to learning is still limited. Therefore, the present study, first, investigates whether DDL is effective in vocabulary learning compared to traditional instruction (TI), and, second, explores students' attitudes toward vocabulary learning when taught with either a DDL or a TI approach. The study was carried out at a secondary school in Kampala, Uganda, and compared students in a DDL group (N = 36) to those in a TI (control) group (N = 36). The pre-/posttest analyses revealed that, although both groups performed in the posttests better than the pretest, the DDL group achieved significantly higher scores than the TI group on both the immediate and the delayed posttest. Moreover, semi-structured interviews with six students corroborated the quantitative results, revealing that the students favored DDL, based on such expressions as "freedom," "comfortable," "relaxing," "technological," "feeling myself responsible," and so on. The paper gives some implications for the same teaching/learning situation and makes suggestions further research.

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Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing

Cited by 27 publications

References 33 publications

Learning L2 idioms in a CALL environment: the role of practice intensity, modality, and idiom properties

Learning L2 idioms in a CALL environment: the role of practice intensity, modality, and idiom properties

Effects of Corpus‐Aided Language Learning in the EFL Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan

Vocabulary Learning through Data-driven Learning in an English as a Second Language Setting

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