Teacher paths for developing corpus-based language pedagogy: a case study

Ma, Qing; Yuan, Rui; Cheung, Lok Ming Eric; Yang, Jing

doi:10.1080/09588221.2022.2040537

Cited by 15 publications

(10 citation statements)

References 37 publications

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“…The choice and application of the lexicon profoundly affect the writing proficiency of English and become an important reference for the level of writing [16]. Although most of the learners can grasp more complete grammar rules and more vocabularies, the fluent level of their language needs to be further improved.…”

Section: Results Analysis and Discussionmentioning

confidence: 99%

Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Sun

2022

Wireless Communications and Mobile Computing

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The study of language based on text corpora is known as corpus linguistics. The aesthetic analysis with corpus linguistics to give a novel description of the phenomena of speech, writing, and thinking presentation, often known as ‘speech reporting’ or ‘writing presentation.’ With the vigorous development of corpus linguistics, linguists propose the concept of “block” through a large amount of corpus and use the phrase as the teaching unit of English writing to enhance the fluency and accuracy of language expression. In order to study the creation of linguistics academic English vocabulary block, the author used empirical research, mainly experiments, supplemented by questionnaires and personal interviews. At the same time, this paper used the corpus and Java Web technology for further experimental analysis. After a series of studies, it is concluded that corpus linguistics is a new research method and a trend of future language teaching. It is anticipated that the course will point out methods to supplement by adding activities that provide a greater writing purpose for English language acquisition. The findings of this investigation give a number of specific phenomena, including speculative speech, writing, and concept organization, integrated speech, writing, and idea demonstration, and uncertainty in speech, composing, and thought demonstration.

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Section: Results Analysis and Discussionmentioning

confidence: 99%

Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Sun

2022

Wireless Communications and Mobile Computing

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“…The activity shown in Figure 6 demonstrates the two student teachers' awareness of the limitations of corpus data and their attempts to ameliorate the situation by scaffolding student learning with interactive, non-corpus resources, as recommended in Ma et al (2021). Similar to the studies by Ma et al (2021Ma et al ( , 2022 and Crosthwaite et al (2021), the analysis of the selected lesson activities indicates that our trainees had developed a good level of CL skills. Moreover, they had a good understanding of corpus technology, tried to integrate it into their lesson plan, and could take advantage of corpus tools and search functions to develop their lesson materials.…”

Section: Searchmentioning

confidence: 76%

“…Similar to the studies by Ma et al . (2021, 2022) and Crosthwaite et al . (2021), the analysis of the selected lesson activities indicates that our trainees had developed a good level of CL skills.…”

Section: Resultsmentioning

confidence: 94%

Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study

Chiu²,

Lin³

et al. 2022

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Given the importance of corpus linguistics in language learning, there have been calls for the integration of corpus training into teacher education programmes. However, the question of what knowledge and skills the training should target remains unclear. Hence, we advance our understanding of measures and outcomes of teacher corpus training by proposing and testing a five-component theoretical framework for measuring teachers’ perceived corpus literacy (CL) and its subskills: understanding, search, analysis, and the advantages and limitations of corpora. Also, we hypothesised that teacher CL is linked to their intention to use corpora in classroom teaching. Specifically, 183 teachers and student teachers received corpus training to develop their CL and then completed a survey to measure their CL and intention to use corpora in teaching in Likert-scale items together with open-ended questions. Confirmatory factor analysis indicated that a hierarchical factor structure for CL using the aforementioned five subfactors best fitted the data. Moreover, structural equation modelling indicated that CL is positively linked to the participants’ intention to integrate corpora into classroom teaching. While all five subskills are important for teachers, greater effort should be made to develop their corpus search and analysis skills, which can be viewed as the “bread and butter” of corpus training.

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“…However, the authors do not articulate how teachers approached lesson design nor how lesson design related to knowledge development. In a similar study, Ma, Yuan, Cheung and Yang (2022) followed two language teachers who each attended corpus workshops and designed and implemented a corpus activity in their classrooms. Although Ma et al .…”

Section: Literature Reviewmentioning

confidence: 99%

Unpacking second language writing teacher knowledge through corpus-based pedagogy training

Schmidt

2022

ReCALL

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Corpus-based language teaching is one area of second language (L2) pedagogy in which L2 teachers may benefit from extensive guidance on how to integrate digital tools into pedagogical practices. Direct corpus approaches like data-driven learning (DDL) cultivate learner engagement and language discovery. However, second language writing (SLW) teachers face significant challenges using corpora in the classroom, and these challenges often go unaddressed in language teacher education, particularly for in-service teachers. This paper reports on a case study in which six university SLW teachers participated in an online corpus-based pedagogy workshop. Teachers developed DDL activity plans and wrote in reflective diaries. The analysis of these artifacts shows that the teachers tended to follow one of two paths toward knowledge integration, as either Planners or Seekers, when implementing corpus activities in their classrooms. The teachers also reported increased confidence in applying direct corpus methods to their lessons by the end of the workshops, though they expressed the need for continued, long-term support.

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Teacher paths for developing corpus-based language pedagogy: a case study

Cited by 15 publications

References 37 publications

Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study

Unpacking second language writing teacher knowledge through corpus-based pedagogy training

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