Learners as Multi-players from the Perspective of Data-Driven Learning
1
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
As one of the approaches in corpus-based language learning, Data-Driven Learning (DDL) emphasises learners’ role, focusing on the autonomous analysis of corpus data. Based on the three features of DDL (serendipity, inductive manner, and DDL procedure),the role of learners is considered to be a key element in successful DDL application to language pedagogy. To this end, the study investigates learners’ roles in DDL from a theoretical perspective. First, the three existing metaphors of learners’ role (i.e., researcher,traveller, and spy) are critically investigated. Even though the metaphors share the three DDL features, the study highlights that they are not sufficient to describe the complete roles of learners in ESL/EFL contexts. Second, from this perspective, the researcher presents a new role, a multiplayer, which has a more flexible nature in defining and illustrating the role in DDL. In this metaphor, the role of learners can be determined by their pedagogical circumstances, rather than by a particular fixed type of DDL. Therefore,they can adjust their role and adopt a suitable type of DDL which can maximise their interlanguage development.
Abstract
As one of the approaches in corpus-based language learning, Data-Driven Learning (DDL) emphasises learners’ role, focusing on the autonomous analysis of corpus data. Based on the three features of DDL (serendipity, inductive manner, and DDL procedure),the role of learners is considered to be a key element in successful DDL application to language pedagogy. To this end, the study investigates learners’ roles in DDL from a theoretical perspective. First, the three existing metaphors of learners’ role (i.e., researcher,traveller, and spy) are critically investigated. Even though the metaphors share the three DDL features, the study highlights that they are not sufficient to describe the complete roles of learners in ESL/EFL contexts. Second, from this perspective, the researcher presents a new role, a multiplayer, which has a more flexible nature in defining and illustrating the role in DDL. In this metaphor, the role of learners can be determined by their pedagogical circumstances, rather than by a particular fixed type of DDL. Therefore,they can adjust their role and adopt a suitable type of DDL which can maximise their interlanguage development.
참고문헌 (57)
- Aarts, J., "Does corpus linguistics exist? Some old and new issues, In From the COLT’s mouth and others’: Language corpora studies in honour of Anna-Brita Stenström", pp.1~19 (2002), Oxford University Press
- Aston, G., "Learning English with the British National Corpus as a language learning resource, In VI jounada de corpus lingüístics", pp.15~40 (2000), Institut universitari de lingüística aplicada, Universitat Pompeu Fabra
- Aston, G, "Learning with corpora: An overview, In G. Aston, In Learning with corpora", pp.7~45 (2001), CLUEB
- Batstone, R., "Product and process: grammar in the second language classroom, In Grammar and the language teacher", pp.224~236 (1994), Prentice Hall
- Benson, P., "Teaching and researching autonomy in language learning" (2001), Pearson Education
- Bernardini, S., "Competence capacity corpora" (2000), CLUEB
- Bernardini, S., "Spolit for choice: a leaner explores general language corpora, In Learning with corpora", pp.220~249 (2001), CLUEB
- Bernardini, S., "Exploring new directions for discovering learning, In Teaching and learning by doing corpus analysis", pp.165~182 (2002), The Edwin Mellen Press
- Biber, D., "Longman grammar of spoken and written English" (1999), Longman
- Boulton, A., "But where’s the proof? The need for empirical evidence for datadriven learning", Proceedings of the BAAL annual conference 2007, pp.13~16 (2008), Scitsiugnil Press
- Boulton, A., "Looking for empirical evidence of data-driven learning at lower levels, In Corpus linguistics, computer tools, and applications: State of the art", pp.581~598 (2008), Peter Lang
- Boulton, A., "Data-driven learning: Taking the computer out of the equation", Language Learning, 60(3), pp.534~572 (2010)
- Chambers, A., "Popularising corpus consultation by language learners and teachers, In Corpora in the foreign language classroom", pp.3~16 (2007), Rodopi
- Cobb, T., "Breadth and depth of vocabulary acquisition with hands-on concordancing", CALL, 12, pp.345~360 (1999)
- Cohen, A. D., "Strategies in learning and using a second language" (1998), Longman
- Cook, G., "The uses of reality : A reply to Ronald Carter", ELT journal, 52(1), pp.57~63 (1998)
- Cresswell, A., "Getting to “know” connectors? Evaluating data-driven learning in a writing skills course, In Corpora in the foreign language classroom", pp.267~287 (2007), Rodopi
- Ellis, R., "The study of second language acquisition" (1994), Oxford University Press
- Gaskell, D., "Can learners use concordance feedback for writing errors?", System, 32(3), pp.301~319 (2004)
- Gavioli, L., "Exploring corpora for ESP learning" (2005), John Benjamins Publishing Company
- Hadley, G., "Concordancing in Japanese TEFL: Unlocking the power of datadriven learning, In The Japanese learner: Context, culture and classroom practice", pp.138~144 (2001), Oxford University Press
- Hadley, G., "Sensing the winds of change : An introduction to data-driven learning", RELC Journal, 33(2), pp.99~124 (2002)
- Higgins, J., "Computers in language learning" (1984), Collins
- Hong, S. C., "Korean learner corpus", 석사, pp.2006
- Hong, S. C., "The pedagogical use of corpus data based on two case studies: The Dong-A for Korean learners and the Chemnitz for German learners", 박사, pp.2009
- 홍신철, "EFL Learners’ Consciousness-Raising through a Corpus-Based Approach", 영어교육, 65(1), pp.57~86 (2010), 한국영어교육학회
- 홍신철, "Two Formats of Corpus Data for Autonomous EFL Learners: Computer and Paper formats", 영어학, 10(2), pp.411~445 (2010), 한국영어학회
- 홍신철, "How Can Corpus Data Be Applied for EFL Learners and Teachers?", 영어교육연구, 22(2), pp.55~77 (2010), 팬코리아영어교육학회
- 홍신철, "The Compliation of a Maritime English Corpus for Esp Learners", 영어학, 10(4), pp.963~985 (2010), 한국영어학회
- Hudson, R., "Teaching grammar" (1992), Blackwell
- Johns, T., "Should you be persuaded : Two examples of data-driven learning", ELR Journal, 4, pp.1~16 (1991)
- Johns, T., "From printout to handout Grammar and vocabulary teaching in the context of data-driven learning, In Perspectives on pedagogical grammar", pp.293~313 (1994), Cambridge University Press
- Johns, T., "Context: The background, development and trialling of a concordancebased CALL program, In Teaching and language corpora", pp.100~115 (1997), Longman
- Johns, T., "Classroom concordancing", ELR Journal, 4, pp.1~13 (1991)
- Johnson, K., "An introduction to foreign language learning and teaching" (2001), Longman
- Kennedy, G., "Preferred ways of putting things with implications for language teaching, In Directions in corpus linguistics", pp.335~373 (1992), Mouton de Gruyter
- Kennedy, G., "An evaluation of intermediate students’ approaches to corpus investigation", Language learning and technology, 5(3), pp.77~90 (2001)
- Kettemann, B., "Can the L in TaLC stand for literature?, In Corpora and language learners", pp.169~194 (2004), John Benjamins Publishing Company
- Koosha, M., "Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners", Asian EFL Journal Quarterly, 8(4), pp.192~209 (2006)
- McEnery, T., "Teaching and language corpora(TaLC)", ReCALL, 9(1), pp.5~14 (1997)
- Nunan, D., "Second Language Teaching and Learning" (1999), Heinle & Heinle
- O’Sullivan, I., "Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy", ReCALL, 19(3), pp.269~286 (2007)
- Owen, C., "Corpus-based grammar and the Heineken effect : Lexico-grammatical description for language learners", Applied linguistics, 14(2), pp.167~187 (1993)
- Seidlhofer, B., "Controversies in applied linguistics" (2003), Oxford University Press
- Sheerin, S., "An exploration of the relationship between self-access and independent learning, In Autonomy and independence of language learning", pp.54~65 (1997), Longman
- Sinclair, J., "Naturalness in language, In Corpus linguistics: Recent developments in the use of computer corpora in English language research", pp.203~210 (1984), Rodopi
- Sinclair, J., "Looking up: An account of the COBUILD Project in lexical computing" (1987), Collins
- Sinclair, J., "Corpus, concordance, collocation" (1991), Oxford University Press
- Sinclair, J., "Corpus evidence in language description, In Teaching and language corpora", pp.27~39 (1997), Longman
- Stevens, V., "Concordance-based vocabulary exercises: A viable alternative to gap-filling", ELR Journal, 4, pp.47~61 (1991)
- Sun, Y. C., "Learning process, strategies and web-based concordancers : A case study", British Journal of Educational Technology, 34(5), pp.601~613 (2003)
- Swales, J., "Genre analysis" (1990), CUP
- Tian, S., "The impact of learning tasks and learner proficiency on the effectiveness of data-driven learning", Journal of Pan-Pacific Association of Applied Linguistics, 9(2), pp.263~275 (2005)
- Tribble, C., "Concordances in the classroom: A resource book for teachers" (1990), Longman
- Strategies-based instruction: A teacher-training video (CARLA Working Paper Series 8), "Weaver, S. J.", Center for Advanced Research on Language Acquisition, ~, pp.CARLA Working Paper Series 8 (1997)
- Widdowson, H. G., "The description and prescription of language, In Linguistics and language pedagogy: The state of the art", pp.11~24 (1991), Georgetown University Press
- Widdowson, H. G., "On the limitations of linguistics applied", Applied Linguistics, 21(1), pp.3~25 (2000)
