아시아태평양코퍼스연구 (Asia Pacific Journal of Corpus Research)

국립인천대학교 코퍼스연구소 (Institute for Corpus Research)
권호 표지
DOI QR코드

DOI QR Code

Novice Corpus Users' Gains and Views on Corpus-based Lexical Development: A Case Study of COVID-19-related Expressions

  • 투고 : 2020.11.09
  • 심사 : 2021.07.28
  • 발행 : 2021.08.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

Recently, corpus assisted vocabulary instruction has been attracting a lot of interest. Most studies have focused on understanding language learners' receptive vocabulary knowledge. Limited attention has been paid to learners' productive competence. To fill this gap, this study attended to learners' productive lexical development in terms of form, meaning and use respectively. This study introduced EFL learners to the corpus-based language pedagogy to learn COVID-19 theme-based vocabulary. To investigate the gains and views of 33 EFL first-year college students, a sentence completion task and a questionnaire were developed. Learners' productive performances in the three lexical knowledge aspects (i.e., form, meaning and use) were particularly targeted. The results revealed that the students achieved significant gains in all aspects regardless of their proficiency level. In particular, the less proficient students achieved greater knowledge retention compared with their highly proficient counterparts. Meanwhile, students showed positive attitudes towards the corpus-based approach to vocabulary learning.

키워드

참고문헌

  1. Beckner, C., Blythe, R., Bybee, J., Christiansen, M. H., Croft, W., Ellis, N., Holland, J., Ke, J., LarsenFreeman, D., & Schoenemann, T. (2009). Language is a complex adaptive system. Language Learning 59, 1-26.
  2. Boulton, A. (2012). Corpus consultation for ESP: A review of empirical research. In Boulton, A., CarterThomas, S., & Rowley-Jolivet, E. (Eds.), Corpus-informed Research and Learning in ESP: Issues and Applications (pp. 263-293). Amsterdam: John Benjamins.
  3. Boulton, A. (2017). Data-driven learning and language pedagogy. In Thorne, S. L., & May, S. (Eds.), Language, Education and Technology: Encyclopedia of Language and Education (pp. 181-192). New York: Springer.
  4. Brown, H. D., & Abeywickrama, P. (Eds.). (2019). Language Assessment: Principles and Classroom Practices. New York: Pearson Education.
  5. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
  6. Carter, R., & McCarthy, M. (1995). Grammar and the spoken language. Applied Linguistics, 16(2), 141-158. https://doi.org/10.1093/applin/16.2.141
  7. Chambers, A. (2005). Integrating corpus consultation in language studies. Language Learning & Technology, 9(2), 111-125.
  8. Chen, M. H. (2019a). Computer-assisted synonymous phrase learning: A feasible approach to lexical development. International Journal of Computer-Assisted Language Learning and Teaching, 9(2), 1-18. https://doi.org/10.4018/IJCALLT.2019040101
  9. Chen, M. H. (2019b). Phrasal paraphrase learning: Exploring an effective strategy to consolidate vocabulary knowledge. Taiwan Journal of TESOL, 16(1), 41-66.
  10. Chen, M. H., Huang, C. C., Huang, S. T., Chang, J. S., & Liou, H. C. (2014). An automatic reference aid for improving EFL learners' formulaic expressions in productive language use. IEEE Transactions on Learning Technologies, 7(1), 57-68. https://doi.org/10.1109/TLT.2013.34
  11. Chen, M. H., & Lin, M. S. (2011). Factors and analysis of common miscollocations of college students in Taiwan. Studies in English Language and Literature, 28, 57-72.
  12. Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3), 393-417. https://doi.org/10.1075/ijcl.14.3.05flo
  13. Flowerdew, L. (2015). Data-driven learning and language learning theories. In Lenko-Szymanska, A., & Boulton, A. (Eds.), Multiple Affordances of Language Corpora for Data-driven Learning (pp. 15-36). Amsterdam: John Benjamins.
  14. Godwin-Jones, R. (2017). Data-informed language learning. Language Learning & Technology, 21(3), 9-27.
  15. Horst, M., Cobb, T., & Nicolae, I. (2005). Expanding academic vocabulary with an interactive on-line database. Language Learning & Technology, 9(2), 90-110.
  16. Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials. ELR Journal, 4, 1-16.
  17. Kaur, J., & Hegelheimer, V. (2005). ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning, 18(4), 287-310. https://doi.org/10.1080/09588220500280412
  18. Kazaz, I. (2020). Alternative vocabulary assessment: Using concordance line activities for testing lexical knowledge. International Online Journal of Education and Teaching, 7(3), 1221-1238.
  19. McEnery, T., & Xiao, R. (2011). What corpora can offer in language teaching and learning. In Hinkel, E. (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 364-380). London: Routledge.
  20. Mizumoto, A., Chujo, K., & Yokota, K. (2016). Development of a scale to measure learners' perceived preferences and benefits of data-driven learning. ReCALL, 28(2), 227-246. https://doi.org/10.1017/s0958344015000208
  21. Nation, I. (Ed.). (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
  22. O'Sullivan, I. (2007). Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3), 269-286. https://doi.org/10.1017/S095834400700033X
  23. O'Donoghue, J., & Jung, C. K. (2013). Corpus pedagogy: Analyzing corpus use in the classroom and EFL business student attitudes towards corpora. The Journal of English Education, 25(3), 51-74.
  24. Oxford, R., & Scarcella, R. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22(2), 231-243. https://doi.org/10.1016/0346-251X(94)90059-0
  25. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129
  26. Schmitt, N. (1997). Vocabulary learning strategies. In Schmitt, N., & McCarthy, M. (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 199-277). Cambridge: Cambridge University Press.
  27. Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3),
  28. Sinclair, J. (1991). Corpus, Concordance, Collocation. Oxford: Oxford University Press.
  29. Sinclair, J. (2004). Trust the Text: Language, Corpus and Discourse. London: Routledge.
  30. Smart, J. (2014). The role of guided induction in paper-based data-driven learning. ReCALL, 26(2), 184-201. https://doi.org/10.1017/s0958344014000081
  31. Tekin, B., & Soruc, A. (2016). Using Corpus-assisted learning activities to assist vocabulary development in English. TOJET: The Turkish Online Journal of Educational Technology, Special Issue, 1270-1283.
  32. Todd, R. W. (2001). Induction from self-selected concordances and self-correction. System, 29(1), 91-102. https://doi.org/10.1016/S0346-251X(00)00047-6
  33. Vyatkina, N. (2016). Data-driven learning for beginners: The case of German verb-preposition collocations. ReCALL, 28(2), 207-226. https://doi.org/10.1017/s0958344015000269
  34. Yeh, Y. L., Liou, H. C., & Li, Y. H. (2007). Online synonym materials and concordancing for EFL college writing. Computer Assisted Language Learning, 20(2), 131-152. https://doi.org/10.1080/09588220701331451
  35. Yoon, H., & Jo, J. (2014). Direct and indirect access to corpora: An exploratory case study comparing students' error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96-117.