Toward Automating a Personalized Concordancer for Data-Driven Learning: A Lexical Difficulty Filter for Language Learners

Wible, David; Kuo, Chin-Hwa; Chien, Feng-yi; Wang, C.C.

doi:10.1163/9789004334236_013

Cited by 9 publications

(5 citation statements)

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“…Still, teachers can make valuable suggestions for improvement in this area based on their students' and their own experience in corpus research. In fact, some progress has been made in this regard already; for example, regarding the problem of too many difficult words in the corpus data for learners, Wible, Chien, Kuo, and Wang (2002) have developed a software program, “Lexical Difficulty Filter,” that can filter out examples that contain difficult words. Of course, more work in this area is still needed.…”

Section: Resultsmentioning

confidence: 99%

Using a Corpus‐Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts

Liu

Jiang

2009

The Modern Language Journal

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This article reports on a study that examined the effects of integrating corpus and contextualized lexicogrammar in foreign and second language teaching. The study was conducted in English as a foreign language (EFL) and English as a second language (ESL) courses at 1 Chinese university and 2 U.S. universities, involving 244 participants (236 EFL/ESL students and 8 instructors). A variety of data was collected, including students' corpus search projects and reflection papers, teachers' lesson plans and teaching journals, and a poststudy assessment survey. A close analysis of the data reveals several positive effects of the approach, such as improved command of lexicogrammar, increased critical understanding of grammar, and enhanced discovery learning skills. It also reveals some challenges of corpus-based lexicogrammar learning, including the daunting difficulty many students feel in corpus analysis. The study also identifies some variables influencing learners' experience in using the approach, such as course content, student learning styles, and learning settings. Implications for pedagogy and further research are also discussed.WITH NEW UNDERSTANDINGS ABOUT grammar arising from linguistics and applied linguistics and with the rapid advancement of educational technology, novel theories and teaching practices for grammar instruction have been proposed, including teaching grammar in discourse contexts, approaching grammar from a lexicogrammatical perspective, and using corpus data-driven learning. So far, however, there has been little empirical research on the effectiveness of these new theories and practices.

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Section: Resultsmentioning

confidence: 99%

Using a Corpus‐Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts

Liu

Jiang

2009

The Modern Language Journal

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“…The manual and the introduction of corpora with integrated interfaces for on-line access can be re-designed by considering non-native speakers as well. As suggested by several scholars such as Chujo, Utiyama and Nishigaki (2007) and Wible et al (2002), the messiness of the texts may be avoided by grading the texts within a corpus or the concordance output with a more accessible language if it is possible. In any case, an awareness would increase about the benefits of corpora in EFL education not as substituting the existing methods and approaches, but as a favourable support.…”

Section: Discussionmentioning

confidence: 99%

Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners

Aşık

Vural

Akpınar

2015

Journal of Education and Training Studies

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Data-driven learning (DDL) has become an innovative approach developed from corpus linguistics. It plays a significant role in the progression of foreign language pedagogy, since it offers learners plentiful authentic corpora examples that make them analyze language rules with the help of online corpora and concordancers. The present study attempts to reveal Turkish EFL learners' attitudes and beliefs about DDL instruction in terms of lexical awareness and development. A mixed method including a questionnaire and a focus group interview was used to gather data. The statistical analysis of the results indicated positive attitudes towards DDL instruction in terms of raising the depth of lexical awareness particularly for synonyms and collocations. However, participants reported that their awareness towards word frequency, idioms and vocabulary learning strategies did not increase satisfactorily. Negative attitudes were also observed due to technical problems of the software and time-consuming nature of doing tasks through corpus.

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“…word and sentence length, providing 'a rated collection of titles at varying levels of difficulty, and takes corpus usage one step closer to its ideal application' (p. 47). Wible et al (2002) describe a lexical filter which sorts examples according to a flexible threshold of lexical difficulty. A similar function is available in SketchEngine, which has an option to sort concordances 'best first' from a learner's point of view (Kilgariff, message posted on Corpus Linguistics discussion list 16 April 2008).…”

Section: Corpora and Toolsmentioning

confidence: 99%

Corpora and Language Education

Flowerdew

2012

130

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Toward Automating a Personalized Concordancer for Data-Driven Learning: A Lexical Difficulty Filter for Language Learners

Cited by 9 publications

References 0 publications

Using a Corpus‐Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts

Using a Corpus‐Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts

Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners

Corpora and Language Education

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