The Effects of the Use of Module-based Concordance Materials and Data-driven Learning (DDL) Approach in Enhancing the Knowledge of Collocations of Prepositions among Malaysian Undergraduate Law Students

Yunus, Kamariah; Awab, Su'ad Binti

doi:10.18848/1447-9494/cgp/v18i09/47758

Cited by 9 publications

(19 citation statements)

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“…The results of many studies also showed the effectiveness of using DDL in improving students' writing ability. Yunus and Awab (2012) carried out a study aimed to investigate the effects of using paper-based corpus materials and an online DDL approach on promoting the knowledge of forms and meanings of collocations of prepositions of 40 law undergraduates in Malaysia. The findings showed that the DDL group's posttest scores in the sentence completion task, error-identification and correction task, and semantic function task were significantly higher than the CA (Conventional Approach) group's.…”

Section: Advantages Of Ddl In Grammar Teachingmentioning

confidence: 99%

Effectiveness of English Preposition Learning through Data-Driven Learning (DDL)

Boontam

Phoocharoensil

2018

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This study aims to investigate the effectiveness of paper-based data-driven learning (DDL) method in developing young Thai students in learning three English prepositions, which are 'during', 'among' and 'between', and to examine the attitudes of the participants towards learning through the DDL activities. The convenience-sampled participants were 30 Thai grade 4 students who have A2 CEFR level, studying in a private school in Nakhonsawan province, Thailand. They were taught the target preposition using DDL for 6 weeks. In order to analyse the data, the mean scores of pre-test and post-test were compared by using pairedsamples t-test. The tests consist of gap-filling, grammaticality judgement test and sentence building. The results showed that there was a statistically significant difference in their mean scores (p < 0.001), which increased from the pre-test to the post-test after DDL activities were introduced to the students. According to the test results, it was found that the participants could develop their grammatical consciousness and produce more meaningful and grammatical sentences with a variety of complexity. Moreover, the questionnaire and interview responses revealed the positive attitudes of the participants towards learning through the DDL method as they found it fun, interesting and challenging, and they considered this method as a helpful resource for learning new grammatical knowledge. Thus, this study yields an instructive result that DDL can be applied with young EFL learners and could be an encouraging teaching method for EFL/ESL teachers.

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Section: Advantages Of Ddl In Grammar Teachingmentioning

confidence: 99%

Effectiveness of English Preposition Learning through Data-Driven Learning (DDL)

Boontam

Phoocharoensil

2018

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“…Some researchers have reported their methods for choosing the specialized vocabulary that they taught with DDL (Graham and Osment, 2013;Hou, 2014;Huang, 2014;Yunus & Awab, 2012), but these studies generally focused on expert corpora alone to determine what words were important to a specific context, or-in the case of Yunus and Awab-only looked at student errors to determine what words to teach. Only one of these studies examined a learner corpus to see which words students needed to learn, and none of these studies addressed which words are learnable through DDL and which words might be better taught with a deductive approach.…”

Section: The Problem Of Choosing Specialized Vocabulary For Ddl Activmentioning

confidence: 99%

“…Since Johns (1991) named this approach, DDL has been growing in popularity with second-language instructors, especially for teaching ESP. Recent studies have looked at the use of DDL in ESP contexts such as English for Academic Purposes (e.g., Charles, 2014;Gaskell & Cobb, 2004;Yoon, 2008), English for Medical Purposes (e.g., Donesch-Jezo, 2010;Önder, 2014), Engineering English (e.g., Mudraya, 2004Mudraya, , 2006, Legal English (e.g., Weber, 2001;Yunus & Awab, 2012, and English for Tourism (e.g., Hou, 2014;Marinov, 2013;Marzá, 2014).…”

Section: Data-driven Learning For Teaching Specialized Vocabularymentioning

confidence: 99%

“…Although many studies have reported using DDL to teach the specific lexical items (e.g., Graham and Osment, 2013;Hou, 2014;Huang, 2014;Marzá, 2014;Önder, 2014;Yunus & Awab, 2012), fewer have addressed how they chose the words they decided to teach (Graham and Osment, 2013;Hou, 2014;Huang, 2014;Yunus & Awab, 2012). Of the four studies that reported how they chose vocabulary, all but Yunus and Awab (2012) relied on a measure of frequency to identify words that were important to the context of use.…”

Section: The Problem Of Deciding What To Cover In a Ddl Lessonmentioning

confidence: 99%

“…Additionally, none of the four studies (Graham & Osment, 2013;Hou, 2014;Huang, 2014;Yunus & Awab, 2012) addressed how to determine whether or not words would work well in DDL activities. Some studies have commented on the level of difficulty of certain structures and the effect on whether students were able to learn them.…”

Section: The Problem Of Deciding What To Cover In a Ddl Lessonmentioning

confidence: 99%

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An Analytical System for Determining Disciplinary Vocabulary for Data-Driven Learning: An Example from Civil Engineering

Otto¹

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Data-driven learning (DDL), an inductive teaching approach in which students learn through corpus interaction, has gained recent traction as way to teach specialized vocabulary in English for Specific Purposes (ESP) classes. There is little research, however, that addresses how to choose specialized vocabulary for teaching with DDL.This study addressed this gap in research by exploring the potential of a three-part analytical, corpus-based system for determining vocabulary to teach with DDL for a specific context of language use. This system included (1) identifying words that were significantly more frequent in a specialized expert corpus than in a corpus of general English, (2) narrowing to words that showed patterned differences in use between the specialized corpus and a student corpus, and (3) narrowing further to words with salient enough patterns of usage to teach with DDL. This three-part system was applied to the context of civil engineering in order to find vocabulary words to teach civil engineering students with low-proficiency writing skills at Portland State University.For the first step in my analytical system, I found 201 words that occurred significantly more frequently in civil engineering practitioner writing than in the Corpus of Contemporary American English and that met requirements for frequency, distribution, and other criteria. I tested the second and third steps on 45 of these words and identified 14 words that showed evidence of needing to be taught and being well suited to DDL.After reflecting on my process, I found that the analytical system was successful in meeting my goals for finding civil engineering vocabulary for data-driven activities. I ii also made several observations that may be useful for ESP teachers who are interested in applying this methodology for their classes, the most notable of which were:1. The system was especially useful for connecting words that are not explicitly civil engineering themed (e.g., encountered or using) to important writing functions that civil engineers perform.2. Although it provided a systematic basis for vocabulary teaching decisions, the process was generally time-consuming and required complex judgments, which indicated that it may only be worth performing if teachers plan to regularly incorporate DDL vocabulary instruction into their course.iii Acknowledgments

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Computer-Assisted Legal Linguistics: Corpus Analysis as a New Tool for Legal Studies

Vogel¹,

Hamann²,

Gauer³

2018

Law soc. inq.

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Law exists solely in and through language. Nonetheless, systematical empirical analysis of legal language has been rare. Yet, the tides are turning: After judges at various courts (including the US Supreme Court) have championed a method of analysis called corpus linguistics, the Michigan Supreme Court held in June 2016 that this method “is consistent with how courts have understood statutory interpretation.” The court illustrated how corpus analysis can benefit legal casework, thus sanctifying twenty years of previous research into the matter. The present article synthesizes this research and introduces computer-assisted legal linguistics (CAL2) as a novel approach to legal studies. Computer-supported analysis of carefully preprocessed collections of legal texts lets lawyers analyze legal semantics, language, and sociosemiotics in different working contexts (judiciary, legislature, legal academia). The article introduces the interdisciplinary CAL2 research group (www.cal2.eu), its Corpus of German Law, and other related projects that make law more transparent.

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The Effects of the Use of Module-based Concordance Materials and Data-driven Learning (DDL) Approach in Enhancing the Knowledge of Collocations of Prepositions among Malaysian Undergraduate Law Students

Cited by 9 publications

References 19 publications

Effectiveness of English Preposition Learning through Data-Driven Learning (DDL)

Effectiveness of English Preposition Learning through Data-Driven Learning (DDL)

An Analytical System for Determining Disciplinary Vocabulary for Data-Driven Learning: An Example from Civil Engineering

Computer-Assisted Legal Linguistics: Corpus Analysis as a New Tool for Legal Studies

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