Fostering Lexis Awareness and Autonomy by Corpus-based Data-Driven Learning
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초록
This study investigates the effectiveness of corpus-based Data-Driven Learning (corpus DDL) in college English class in terms of enhancing vocabulary awareness/usability and autonomy in developing lexical knowledge. For this purpose, 48 college students were trained in corpus DDL approach for two weeks. Before and after instruction, students were tested with the same vocabulary and grammar questions and were also asked about their attitude toward vocabulary learning and its methods with a survey questionnaire. As a result, first of all, corpus DDL approach significantly enhanced college students’ awareness of both vocabulary and grammar, especially of various types of collocations. In addition, corpus DDL approach fostered the college students’ language learning autonomy. Students showed a significant increase in vocabulary learning control and confidence. This study suggests two pedagogical implications for English educators. First, in learning vocabulary and grammar, it is sometimes more important for teachers to provide good resources and tools to students and to teach how to use them effectively than just delivering linguistic knowledge to the students. Second, teachers should provide more various word chunks, different types of collocations.
Abstract
This study investigates the effectiveness of corpus-based Data-Driven Learning (corpus DDL) in college English class in terms of enhancing vocabulary awareness/usability and autonomy in developing lexical knowledge. For this purpose, 48 college students were trained in corpus DDL approach for two weeks. Before and after instruction, students were tested with the same vocabulary and grammar questions and were also asked about their attitude toward vocabulary learning and its methods with a survey questionnaire. As a result, first of all, corpus DDL approach significantly enhanced college students’ awareness of both vocabulary and grammar, especially of various types of collocations. In addition, corpus DDL approach fostered the college students’ language learning autonomy. Students showed a significant increase in vocabulary learning control and confidence. This study suggests two pedagogical implications for English educators. First, in learning vocabulary and grammar, it is sometimes more important for teachers to provide good resources and tools to students and to teach how to use them effectively than just delivering linguistic knowledge to the students. Second, teachers should provide more various word chunks, different types of collocations.
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