본문 바로가기
KERD
논문KCI 등재

Word knowledge expansion using different types of target words in guided data-driven learning

전수인
현대영어교육학회 (The Modern English Education Society)|2016.11|현대영어교육 (Modern English Education)|제17권 제4호|pp. 95-118

1

조회

0

다운로드

6

인용

0

참고문헌

키워드

vocabulary learning어휘학습data-driven learning데이터추론학습corpus-based language education코퍼스기반언어교육

초록

This study evaluates a pilot implementation of guided data-driven learning (DDL) to expand their word knowledge of university students. As a multicase study, it investigates how students expand their word knowledge through DDL and examines the process of their learning using paper-based DDL materials. Each of eight participants undertook different sequential DDL activities using diverse types of target words― single words; synonymous pairs; and combinations of a single word and synonymous pairs. DDL reports from each student were observed to analyze how the different learning targets affected students’ word knowledge expansion and what their learning process was during the three activities. Results reveal that students improved word knowledge in several ways: 1) shifting recognition concerning form or meaning to application knowledge and 2) recognizing more and more types of the knowledge through assigned activities, regardless of types of sequential activities. Most students, however, displayed improvement in the last activity. The results demonstrate that students’ language experience is a more important factor for determining learning outcomes in DDL, than target types.

Abstract

This study evaluates a pilot implementation of guided data-driven learning (DDL) to expand their word knowledge of university students. As a multicase study, it investigates how students expand their word knowledge through DDL and examines the process of their learning using paper-based DDL materials. Each of eight participants undertook different sequential DDL activities using diverse types of target words― single words; synonymous pairs; and combinations of a single word and synonymous pairs. DDL reports from each student were observed to analyze how the different learning targets affected students’ word knowledge expansion and what their learning process was during the three activities. Results reveal that students improved word knowledge in several ways: 1) shifting recognition concerning form or meaning to application knowledge and 2) recognizing more and more types of the knowledge through assigned activities, regardless of types of sequential activities. Most students, however, displayed improvement in the last activity. The results demonstrate that students’ language experience is a more important factor for determining learning outcomes in DDL, than target types.

참고문헌 (65)

  1. Bauer, L., "Word families", International Journal of Lexicography, 6(4), pp.253~279 (1993)
  2. Biber, D., "Representativeness in corpus design", Literary and Linguistic Computing, 8(4), pp.243~257 (1993)
  3. Boulton, A., "Corpus linguistics, computer tools, and applications: State of the art", pp.581~598 (2008), Peter Lang
  4. Boulton, A., "Testing the limits of data-driven learning: Language proficiency and training", ReCALL, 21(1), pp.37~51 (2009)
  5. Boulton, A., "Data-driven learning: Reasonable fears and rational reassurance", Indian Journal of Applied Linguistics, 35(1), pp.1~28 (2009)
  6. Boulton, A., "Data-driven learning: Taking the computer out of the equation", Language Learning, 60(3), pp.534~572 (2010)
  7. "Data-driven learning: On paper, in practice, Corpus linguistics in language teaching" (2010)[URL]
  8. Boulton, A., "New-trends in computer-assisted language learning: Working together", pp.39~46 (2012), Macmillan ELT
  9. Breyer, Y., "Corpora and language education", pp.157~176 (2006), Palgrave MacMillan
  10. Chui, R. K., "Measuring register characteristics: A prerequisite for preparing advanced level TESOL programs", TESOL Quarterly, 6(2), pp.129~141 (1972)
  11. Chun, Sooin, "Learners as language researchers: The process of developing inductive vocabulary learning through hands-on concordancing", doctor, pp.2011
  12. 전수인, "콘코던스를 활용한 고등학생들의 귀납적 어휘 학습:추론적 사고 능력 관찰", 영어어문교육, 19(4), pp.353~374 (2013), 한국영어어문교육학회
  13. 전수인, "데이터추론학습을 위한 효과적인 콘코던스 학습자료 설계 방안", Studies in English Education, 19(1), pp.127~156 (2014), 글로벌영어교육학회
  14. 전수인, "Appropriate Numbers of Citations for Korean High School Students’ Data-Driven Learning", 현대영어교육, 16(4), pp.65~90 (2015), 현대영어교육학회
  15. 전수인, "High School Teachers’ Needs for DDL Materials: Appropriate Amount of Concordance Input", 멀티미디어 언어교육, 19(1), pp.32~57 (2016), 한국멀티미디어언어교육학회[DOI]
  16. Cobb, T., "Breadth and depth of lexical acquisition with hands-on concordancing", Computer Assisted Language Learning, 12(4), pp.345~360 (1999)
  17. Cresswell, A., "Corpora in the foreign language classroom", pp.267~287 (2007), Rodopi
  18. Ellis, N. C., "Vocabulary: Description, acquisition and pedagogy", pp.122~139 (1997), Cambridge University Press
  19. Farr, F., "Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users", Language Awareness, 17(1), pp.25~43 (2008)
  20. Flowerdew, L., "Concordancing as a tool in course design", System, 21(2), pp.231~244 (1993)
  21. Flowerdew, L., "The power of CALL", pp.97~113 (1996), Athelstan
  22. Flowerdew, L., "Corpora and language education" (2012), Palgrave MacMillan
  23. Gardner, D., "Pointing out frequent phrasal verbs: A corpus-based analysis", TESOL Quarterly, 41(2), pp.339~359 (2007)
  24. Granger, S., "Phraseology in foreign language learning and teaching", pp.247~251 (2008), John Benjamins
  25. Halliday, M. A. K., "Language as social semiotic" (1978), Edward Arnold
  26. Hammerly, H., "Conveying lexical meanings in second-language teaching", Canadian Modern Languages Review, 35, pp.567~580 (1979)
  27. Heibert, E. H., "Teaching and learning vocabulary: Bringing research to practice" (2005), Lawrence Erlbaum Associates
  28. Johansson, S., "Corpora and language teaching", pp.33~44 (2009), John Benjamins
  29. Johns, T., "From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning", English Language Research Journal, 4, pp.27~45 (1991)
  30. Johns, T., "Perspectives on pedagogical grammar", pp.293~313 (1994), Cambridge University Press
  31. Johns, T., "Classroom concordancing: English language research journal 4" (1991), Centre for English Language Studies, University of Birmingham
  32. Katz, J. J., "The structure of a semantic theory", Language, 39(2), pp.170~210 (1963)
  33. 김혜영, "Fostering Lexis Awareness and Autonomy by Corpus-based Data-Driven Learning", 영어교육, 63(2), pp.213~235 (2008), 한국영어교육학회[DOI]
  34. 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)
  35. Krishnamurthy, R., "Issues in creating a corpus for EAP pedagogy and research", Journal of English for Academic Purposes, 6(4), pp.356~373 (2007)
  36. Laufer, B., "Second language vocabulary acquisition", pp.20~34 (1997), Cambridge University Press
  37. Laufer, B., "The development of passive and active vocabulary in a second language: Same or different?", Applied Linguistics, 19(2), pp.255~271 (1998)
  38. Lewis, M., "The lexical approach" (1993), Language Teaching Publication
  39. Lewis, M., "Implementing lexical approach: Putting theory into practice" (1997), Language Teaching Publication
  40. Lewis, M., "Teaching collocations: Further developments in the lexical approach" (2000), Language Teaching Publication
  41. Lyons, J., "Semantics" (1977), Cambridge University Press
  42. "The vocabulary knowledge framework" (1996)[URL]
  43. Meara, P., "Vocabulary: Description, acquisition and pedagogy", pp.109~121 (1997), Cambridge University Press
  44. Meara, P., "Connected words: Word associations and second language vocabulary acquisition" (2009), John Benjamins Publishing
  45. Melka, F., "Vocabulary: Description, acquisition and pedagogy", pp.84~102 (1997), Cambridge University Press
  46. Morgan, C. C., "Difficulty of vocabulary learning as affected by parts of speech", Journal of Educational Psychology, 35(5), pp.369~377 (1944)
  47. Nation, I. S. P., "Teaching & learning vocabulary" (1990), Newbury House
  48. Nation, I. S. P., "The bilingual lexicon", pp.115~134 (1993), John Bejamins
  49. Nation, I. S. P., "Learning vocabulary in another language" (2001), Cambridge University Press
  50. Nattinger, J. R., "Lexical phrases and language teaching" (1992), Oxford University Press
  51. O’Keeffe, A., "From corpus to classroom: Language use and language teaching" (2007), Cambridge University Press
  52. Osborne, J., "Applied corpus linguistics: A multidimensional perspective", pp.251~265 (2004), Rodopi
  53. O’Sullivan, Í., "Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy", ReCALL, 19(3), pp.269~286 (2007)
  54. O’Sullivan, Í., "Learners writing skills in French: Corpus consultation and learner evaluation", Journal of Second Language Writing, 15(1), pp.49~68 (2006)
  55. Roger, T. S., "On measuring vocabulary difficulty: An analysis of item variables in learning Russian-English vocabulary pairs", International Review of Applied Linguistics, 7, pp.327~343 (1969)
  56. Sandra, D., "Memory and memorization in acquiring and learning languages", pp.265~294 (1993), Centre de Languages à Louvain-la-neuve et an Woluwe
  57. Schmitt, N., "Tracking the incremental acquisition of second language vocabulary: A longitudinal study", Language Learning, 48(2), pp.218~317 (1998)
  58. Schmitt, N., "Vocabulary in language teaching" (2000), Cambridge University Press
  59. Sinclair, J., "Corpus, concordance, colllocation" (1991), Oxford University Press
  60. Stahl, S. A., "Differential word knowledge and reading comprehension", Journal of Reading Behavior, 15(4), pp.33~50 (1983)
  61. Stake, R. E., "Multiple case study analysis" (2006), The Guilford Press
  62. Thurstun, J., "Concordancing and the teaching of the vocabulary of academic English", English for Specific Purposes, 17(3), pp.267~280 (1998)
  63. Wesche, M., "Assessing vocabulary knowledge: Depth versus breadth", Canadian Modern Language Review, 53(1), pp.13~40 (1996)
  64. Xiao, Z., "PLC 2001: Practical applications in language corpora", pp.479~492 (2005), Peter Lang
  65. Zimmerman, C., "Do reading and interactive vocabulary instruction make a difference?: An empirical study", TESOL Quarterly, 31(1), pp.121~140 (1997)

관련 논문AI추천

A Qualitative Analysis of EFL Learners’ Discrimination of Near-Synonyms in a Data-Driven Learning Task김미소한국영어교육학회 · 영어교육2020 · 제75권 제3호Fostering Lexis Awareness and Autonomy by Corpus-based Data-Driven Learning김혜영, 전수인한국영어교육학회 · 영어교육2008 · 제63권 제2호Appropriate Numbers of Citations for Korean High School Students’ Data-Driven Learning전수인현대영어교육학회 · 현대영어교육2015 · 제16권 제4호High School Teachers’ Needs for DDL Materials: Appropriate Amount of Concordance Input전수인한국멀티미디어언어교육학회 · 멀티미디어 언어교육2016 · 제19권 제1호중학생의 코퍼스 기반 과업 중심 학습 활동 모형과 과업 활동 평가 방안전수인외국학연구소 · 외국학연구2023 · 제65호A Critical Literature Review on the Data-Driven Language Learning Approach김동영언어과학회 · 언어과학연구2019 · 제90호

이 간행물의 다른 논문 (12건)

Task-induced involvement load and low-level learners’ vocabulary learning성현미pp. 1-24Comparative study of abstract writings of novice and expert researchers: Move and metadiscourse analysis변정희pp. 25-49A study on NNS teachers’ language awareness: Focus on metalinguistic knowledge and language proficiency권선희pp. 51-70A comparison of Integrated FFI and Isolated FFI in the development of explicit knowledge and implicit knowledge.김희영, 정현숙pp. 71-94Effects of extensive reading on motivation for reading in English석남희pp. 119-137
원문 보기