본문 바로가기
KERD
논문KCI 등재

Appropriate Numbers of Citations for Korean High School Students’ Data-Driven Learning

전수인
현대영어교육학회 (The Modern English Education Society)|2015.11|현대영어교육 (Modern English Education)|제16권 제4호|pp. 65-90

0

조회

0

다운로드

6

인용

0

참고문헌

키워드

concordance학습자료개발materials developmentDDLCOCA귀납적 학습콘코던스데이터추론학습inductive learning현대미국영어코퍼스

초록

As a part of basic research for developing concordance materials for young EFL learners, this study explores appropriate numbers of concordance citations contained in the materials, given that secondary EFL students successfully undertake Data-Driven Learning (DDL) in the classroom. In past decades, there have been increasing demands regarding deductive DDL for language learners at low proficiency levels. However, few practical suggestions have been made how to develop the materials. This current study focuses on the importance of suitable materials for young learners and suggests guidelines for materials development in terms of citations limited to classroom activity. It followed three Korean teachers of English and 78 high school students. Students’ learning outcomes were qualitatively analyzed using DDL materials developed with different numbers of citations, and interview transcripts. Based on students’ findings and preferences, it was concluded that 12 citations were most appropriate for the classroom activity studied. Three participant teachers stated that the numbers were dependent on learning settings. The study provides practical information on appropriate numbers of citations at least required for DDL activity in the secondary classroom.

Abstract

As a part of basic research for developing concordance materials for young EFL learners, this study explores appropriate numbers of concordance citations contained in the materials, given that secondary EFL students successfully undertake Data-Driven Learning (DDL) in the classroom. In past decades, there have been increasing demands regarding deductive DDL for language learners at low proficiency levels. However, few practical suggestions have been made how to develop the materials. This current study focuses on the importance of suitable materials for young learners and suggests guidelines for materials development in terms of citations limited to classroom activity. It followed three Korean teachers of English and 78 high school students. Students’ learning outcomes were qualitatively analyzed using DDL materials developed with different numbers of citations, and interview transcripts. Based on students’ findings and preferences, it was concluded that 12 citations were most appropriate for the classroom activity studied. Three participant teachers stated that the numbers were dependent on learning settings. The study provides practical information on appropriate numbers of citations at least required for DDL activity in the secondary classroom.

참고문헌 (64)

  1. Adams, H. B., "TASC : A model for curriculum development", Gifted Education International, 7(3), pp.104~113 (1991)
  2. Adey, P. S., "Really raising standards : Cognitive intervention and academic achievement" (1994), Routledge
  3. Ashman, A. F., "An Introduction to cognitive education : Theory and application" (1997), Routledge
  4. Bauer, L., "Word families", International Journal of Lexicography, 6(4), pp.253~279 (1993)
  5. Bernardini, S., "Learning with corpora", pp.220~249 (2001), Athelstan
  6. Bernardini, S., "Teaching and learning by doing corpus analysis", pp.165~182 (2002), Rodopi
  7. Bernardini, S., "How to use corpora in language teaching", pp.15~36 (2004), John Benjamins
  8. Beyer, B., "Developing a thinking skills program" (1988), Allynand Bacon
  9. Biber, D., "Representativeness in corpus design", Literary and Linguistic Computing, 8(4), pp.243~257 (1993)
  10. Bloom, B. S., "Taxonomy of educational objective: The classification of educational goals, Handbook 1: Cognitive domain" (1956), Longmans Green
  11. Boulton, A., "Corpus linguistics, computer tools, and applications: State of the art", pp.581~598 (2008), Peter Lang
  12. Boulton, A., "Testing the limits of data-driven learning : Language proficiency and training", ReCALL, 21(1), pp.37~51 (2009)
  13. Boulton, A., "Data-driven learning : Reasonable fears and rational reassurance", Indian Journal of Applied Linguistics, 35(1), pp.1~28 (2009)
  14. Boulton, A., "Data-driven learning : Taking the computer out of the equation", Language Learning, 60(3), pp.534~572 (2010)
  15. Boulton, A., "New-trends in computer-assisted language learning:Working together", pp.39~46 (2012), Macmillan ELT
  16. Breyer, Y., "Corpora and language education", pp.157~176 (2006), Palgrave MacMillan
  17. Chamber, A., "Corpora in the foreign language classroom", pp.3~16 (2007), Rodopi
  18. Cheng, W., "The language learner as language researcher : Putting corpus linguistics on the time table", System, 31, pp.173~186 (2003)
  19. 전수인, "Learners as Corpus Researchers: Developing Cognitive Skills through Hands-on Concordancing", Foreign Languages Education, 18(3), pp.73~103 (2011), 한국외국어교육학회
  20. 전수인, "Effective Concordance Workshop for Corpus Learners", 현대영어교육, 13(4), pp.67~88 (2012), 현대영어교육학회
  21. 전수인, "데이터추론학습을 위한 효과적인 콘코던스 학습자료 설계 방안", Studies in English Education, 19(1), pp.127~156 (2014), 글로벌영어교육학회
  22. 전수인, "콘코던스 학습자료 제작을 위한 Frequency List 사이트의 활용성 검토", 외국학연구, (28), pp.111~138 (2014), 외국학연구소
  23. Cobb, T., "Is there any measurable learning from hands-on concordancing?", System, 25(3), pp.301~315 (1997)
  24. Cobb, T., "Breadth and depth of lexical acquisition with hands-on concordancing", Computer Assisted Language Learning, 12(4), pp.345~360 (1999)
  25. Corno, L., "Instructional design theory and models: A new paradigm of instructional theory", pp.293~318 (1999), Erlbaum
  26. Cresswell, A., "Corpora in the foreign language classroom", pp.267~287 (2007), Rodopi
  27. de Corte, E., "Marrying theory building and the improvement of school practice : A permanent challenge for instructional psychology", Learning and Instruction, 10, pp.249~266 (2000)
  28. de Corte, E., "Improving text comprehension strategies in upper primary school children : A design experiment", British Journal of Education Psychology, 71, pp.531~559 (2001)
  29. Dewey, J., "How we think: A restatement of the relation of reflective thinking to the educative process" (1933), DC Heath and Company
  30. Elliott, J. G., "The psychological assessment of children with learning difficulties", British Journal of Special Education, 27(2), pp.59~66 (2000)
  31. 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)
  32. Flowerdew, L., "Corpora and language education." (2012), Palgrave MacMillan
  33. Fuchs, L. S., "Enhancing third-grade students’ mathematical problem solving with selfregulated learning strategies", Journal of Education Psychology, 95, pp.306~315 (2003)
  34. Gavioli, L., "Learning with corpora", pp.108~137 (2001), Athelstan
  35. Granger, S., "Phraseology in foreign language learning and teaching", pp.247~251 (2008), John Benjamins
  36. Hamers, J. H. M., "Teaching thinking in Europe" (1997), Sardes
  37. Johansson, S., "Corpora and language teaching", pp.33~44 (2009), John Benjamins
  38. Johns, T., "Should you be persuaded : Two samples of data-driven learning materials", English Language Research Journal, 4(1), pp.1~16 (1991)
  39. Johns, T., "Perspectives on pedagogical grammar", pp.293~313 (1994), Cambridge University Press
  40. Johns, T., "Classroom concordancing : English language research journal 4. Birmingham, England : Centre for English Language Studies", University of Birmingham (1991)
  41. Kennedy, C., "An evaluation of intermediate students’ approaches to corpus investigation", Language Learning & Technology, 5(3), pp.77~90 (2001)
  42. Krishnamurthy, R., "Issues in creating a corpus for EAP pedagogy and research", Journal of English for Academic Purposes, 6(4), pp.356~373 (2007)
  43. Leat, D., "Thinking through geography" (1998), Chris Kingston Publishing
  44. Leat, D., "The role of powerful pedagogical strategies in curriculum development", The Curriculum Journal, 13, pp.71~85 (2002)
  45. Lipman, M., "Thinking in education" (2003), Cambridge University Press
  46. Marzano, R. J., "The new taxonomy of educational objectives" (2007), Corwin Press
  47. Meyer, B. J. F., "Memory improved : Reading and memory enhancement across the life span through strategic text structures." (1989), Erlbaum
  48. Nation, I. S. P., "Teaching and learning vocabulary" (1990), Heinle & Heinel
  49. Nation, I. S. P., "Learning vocabulary in another language" (2001), Cambridge University Press
  50. Newton, D. P., "Teaching for understanding" (2000), Routledge-Falmer
  51. Osborne, "Applied corpus linguistics: A multidimensional perspective", pp.251~265 (2004), Rodopi
  52. 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)
  53. Prabhu, N. S., "Second language pedagogy" (1987), Oxford University Press
  54. Romer, U., "Pedagogical applications of corpora : Some reflections on the current scope and a wish list for future development", Zeitschrift für Anglistik und Amerikanistik, 54(2), pp.121~134 (2006)
  55. Schmitt, N., "Vocabulary in language teaching" (2000), Cambridge University Press
  56. Shayer, M., "Learning intelligence" (2002), Open University Press
  57. Stiggins, R. J., "Design and development of performance assessments", Educational Measurement : Issues and Practice, 6(3), pp.33~42 (1987)
  58. Sun, Y., "Learning process, strategies and web-based concordancers : A case study", British Journal of Educational Technology, 34(2), pp.601~613 (2003)
  59. Teaching strategies and cognitive functioning in elementary school children, "Taba, H.", San Francisco State College, ~, pp.The U.S. Department of Health, Education, and Welfare, Cooperative Research Project No. 2404 (1966)
  60. Wallace, B., "Teaching thinking skills across the primary curriculum : A practical approach for all abilities" (2001), David Fulton Publishers
  61. Wood, D. J., "The role of tutoring in problem solving", Journal of Child Psychology and Psychiatry, 17, pp.89~100 (1976)
  62. Wolff, D., "New technologies in language learning and teaching", pp.17~26 (1997), Council of Europe
  63. Xiao, Z., "PLC 2001: Practical applications in language corpora", pp.479~492 (2005), Peter Lang
  64. Zimmerman, B. J., "Handbook of self-regulation", pp.13~39 (2000), Academic Press

관련 논문AI추천

High School Teachers’ Needs for DDL Materials: Appropriate Amount of Concordance Input전수인한국멀티미디어언어교육학회 · 멀티미디어 언어교육2016 · 제19권 제1호콘코던스 학습자료 제작을 위한 Frequency List 사이트의 활용성 검토전수인외국학연구소 · 외국학연구2014 · 제28호Fostering Lexis Awareness and Autonomy by Corpus-based Data-Driven Learning김혜영, 전수인한국영어교육학회 · 영어교육2008 · 제63권 제2호중학생의 코퍼스 기반 과업 중심 학습 활동 모형과 과업 활동 평가 방안전수인외국학연구소 · 외국학연구2023 · 제65호A Qualitative Analysis of EFL Learners’ Discrimination of Near-Synonyms in a Data-Driven Learning Task김미소한국영어교육학회 · 영어교육2020 · 제75권 제3호한국 고등학생들을 대상으로 한 코퍼스 기반 어휘 및 문법 학습의 효과오선영, 홍선이팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제1호

이 간행물의 다른 논문 (6건)

A Corpus-Assisted Investigation on the Quality-Dependent Differences in Writer Visibility in L2 Writing조혜영pp. 1-22Further Implications of Krashen’s Acquisition-Learning Hypothesis for Applied Linguistics피더슨pp. 23-44Utilizing QR Codes for Vocabulary Quiz in the TOEIC Classroom이유진pp. 45-63Instructors’ Use of Written Corrective Feedback at a Korean UniversityJohn Burrell, 이지은, 이제영pp. 91-111Seeing English Teachers through the Eyes of Elementary School Students in Korea서재석pp. 113-135
원문 보기