What are language learners looking for in a collocation consultation system? Identifying collocation look-up patterns with user query data

ReCALL ◽  
2021 ◽  
pp. 1-19
Author(s):  
Shaoqun Wu ◽  
Alannah Fitzgerald ◽  
Alex Yu ◽  
Zexuan Chen
Keyword(s):  
Language Learners ◽  
Language Teachers ◽  
Learning System ◽  
Data Driven ◽  
Small Scale ◽  
Search Queries ◽  
User Query ◽  
Consultation System ◽  
Different Levels ◽  
The Web

Abstract Corpus consultation with concordancers has been recognized as a promising way for learners to study and explore language features such as collocations at their own pace and in their own time. This study examined 1.5 million search queries sent to a collocation consultation tool called FlaxCLS (Flexible Language Acquisition Collocation Learning System; http://flax.nzdl.org) over a period of two years to identify learners’ collocation look-up patterns. This paper examines and characterizes learners’ look-up patterns as they entered search queries, clicked on the query formation aids provided by the system, and navigated through the different levels of collocation information returned by the system to support collocation learning. We looked at how learners formulated query terms, and we analyzed the characteristics of query words learners entered, the characteristics of collocations they preferred, and the sample sentences they checked. Our collocation look-up pattern analyses, similar to traditional user query analyses of the web, provide interesting and revealing insights that are hard to obtain from small-scale user studies. The findings provide valuable information and pedagogical implications for data-driven learning (DDL) researchers and language teachers in designing tailored collocation consultation systems and activities. This paper also presents multidimensional analyses of learner query data, which, to the best of our knowledge, have not been explored in DDL research.

Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective

ReCALL ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 4-17
Author(s):  
Oliver James Ballance
Keyword(s):  
Language Learners ◽  
Repetition Effect ◽  
Data Driven ◽  
Learning And Teaching ◽  
Lexical Effect ◽  
Reading Vocabulary ◽  
Different Levels

AbstractNarrow reading has the potential to reduce vocabulary load and to provide rich opportunities for developing collocation knowledge, but these benefits rely on narrow reading increasing lexical repetition within a text. Hence, interest in narrow reading has been limited by the relatively small lexical effect of narrowing reading by topic (Nation, 2013). Nevertheless, research in data-driven learning and teaching and language corpora has reported positively on learners using concordances in a manner comparable to narrow reading. However, the potential for concordances to provide an increased lexical-repetition effect has not been assessed. This study bridges this gap by exploring the degree of lexical repetition available in concordances and identifies corpus composition as a key predictor of lexical repetition. The study uses standardised type-token ratio (sTTR) to analyse concordances extracted from corpora at three different levels of homogeneity/heterogeneity. The results show large, reliable variations in lexical repetition resulting from variation in corpus homogeneity/heterogeneity, and so identifies concordance-based narrow reading as a possible means of overcoming the limitations of traditional narrow reading by topic. The results are discussed with reference to pedagogical implications for language learners, teachers, and researchers.

Samenwerkend Woorden Leren Als Vorm Van Content Based Language Learning; Een Succesvolle Aanpak?

1998 ◽  
Vol 58 ◽  
pp. 63-69
Author(s):  
Hilde Hacquebord
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Small Scale ◽  
Control Group ◽  
Word Knowledge ◽  
Reading Vocabulary ◽  
Post Test

Second-language learners need a vocabulary course that they can apply in content areas. Although many schools opt for a reading curriculum to support weak readers, many L2-readers still have difficulties at the word level. In the reading course Weet wat je Leest (Know what you are reading'), there is a vocabulary course especially for L2-readers. It is designed along the principles of 'natural word acquisition', in which attention to the unknown word and elaboration of its meaning on the basis of the co-text is important. Vocabulary learning strategies are presented in such a way that language learners can deal with it in a cooperative way. Cooperation between language teachers and subject teachers is also very important in this project. The experimental reading/vocabulary course has been implemented in several schools. Only 45 students took part in the vocabulary course, and were able to improve their results with respect to word knowledge. Also the control group improved on word knowledge, be it not to the same extent. In a small-scale study, we observed a number of students in the vocabulary course. It appeared that especially the 'overestimators' in the program among them improved their metalinguistic ability with respect to word knowledge, whereas the control Werestimators' did not; they even had lower scores on the post-test.

scholarly journals INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE LEARNING SYSTEM XPLORER GLX

2013 ◽  
Vol 57 (1) ◽  
pp. 133-141
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė
Keyword(s):  
Physics Education ◽  
Science Learning ◽  
Learning System ◽  
Small Scale ◽  
Research Activity ◽  
Learning Methods ◽  
Capacitor Discharge ◽  
Inquiry Based Learning ◽  
Computer Based ◽  
Different Levels

In order to improve students’ competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods. One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics education, increasing the interaction between the student and the concepts under investigation. This article deals with Physics experimental works by using the Xplorer GLX on different levels (confirmation, structured, guided and open inquiry) of inquiry-based learning. The research methodology is based on the provisions of the constructivist education theory underlying the structured, guided and open explorations as an effective educational technology, which promotes a positive attitude towards science, helps to apply the acquired knowledge in different situations, develops higher-level thinking skills, encourages active learning processes. Experimental activities use an inquiry-based approach, based on a small-scale research activity through different levels of inquiry using science learning system Xplorer GLX. The aim of each experimental activity is to gain practical research skills, master research methods, learn how to work safely with the physical equipment, to collect, process and convey the results of experiment and link them to theoretical models, to make generalizations and conclusions. One physics laboratory work (Capacitor Discharge) at the level II, as structured exploration, and level III, as guided exploration, using science learning system Xplorer GLX is presented. A key focus is on learning through collaborative work, supported by practical work. Students work together to collect & analyse data and present their results. Key words: Xplorer GLX, Inquiry-based education, four levels of Inquiry, physics education, computer based experiment.

scholarly journals Using Blogs: authentic material and ranking quality for SLA

2013 ◽  
Vol 21 (1) ◽  
pp. 20
Author(s):  
Xulian Coppens ◽  
Mercedes Rico ◽  
J. Enrique Agudo
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Authentic Materials ◽  
Authentic Material ◽  
The Impact ◽  
The Web

<p>Exposure real life language experiences forms an integral part of the acquisition process. Authentic materials – those derived from the culture of the target language rather than specially produced for language learners – increase the relevance of the learning experience by reusing texts taken directly from the target culture. Web 2.0 technologies increase opportunities for bringing authentic materials into formal language learning environments by allowing material to be collected, reused and shared amongst language teachers and learners. This paper aims to look at the role of blogs in facilitating the use of authentic material by English language teachers and learners and the impact of the most authoritative blogs in the wider Web and in Social Media.</p><p>To reach this objective, the blog ranking site Technorati was used to select the most popular blogs for English language learners and teachers and each blog was analysed according to the authenticity of the cultural material used for language learning. The analysis reveals that 100% of the material on 56.25% of the blogs selected was authentic material and over 70% of the material on a further 35.3% of blogs was authentic.</p><p>Secondly, the impact of these blogs in the wider Web and Social Media was measured in order to draw some conclusions regarding the role of language learning blogs outside the world of blogging and the communities they serve and provide an image of the relationship between blogs and bloggers, the Web and Social Media.</p><p>The results show an inherent bias within Web 2.0 technologies towards providing contemporary authentic material for language learning – the technology itself encourages its use – and that sometimes blogs can have an impact beyond their communities through the Web and Social Media.</p>

Exploring Collocations with The Prime Machine

2019 ◽  
Vol 9 (3) ◽  
pp. 29-49 ◽  
Author(s):  
Stephen Jeaco
Keyword(s):  
Language Learners ◽  
Corpus Linguistics ◽  
Language Teaching ◽  
Language Teachers ◽  
Data Driven ◽  
Lexical Approach

One of the greatest impacts of corpus linguistics on language teaching has been in the recognition of the importance of collocation. A very influential guide for language teachers with regard to teaching collocation has been the Lexical Approach. Activities pointing students to rich collocational information in monolingual dictionaries, in texts and specifically in collocation dictionaries provided ways for language learners to engage with collocation information: to notice, to remember and to acquire. In recent years, there has been a growing interest in Data Driven Learning and new tools are now available to allow students to access collocation information from corpora for themselves. After introducing some pedagogic considerations, this article presents some of the features of The Prime Machine which were developed to support DDL activities focussed on collocation.

A Case Study Inquiry into the Efficacy of Four East Asian EAP Writing Programmes: Presenting the Emergent Themes

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 71-85
Author(s):  
Joseph P. Vitta ◽  
Dayna Jost ◽  
Alexis Pusina
Keyword(s):  
Writing Instruction ◽  
Language Learners ◽  
English For Academic Purposes ◽  
Organizational Level ◽  
Small Scale ◽  
Inquiry Stance ◽  
Data Points ◽  
The University ◽  
Different Levels

Within English for Academic Purposes (EAP), writing instruction has often been of primary interest with a focus on curricula design and implementation. This especially holds true in East Asia where many universities operate EAP writing programmes. This study is located within this region, taking an inquiry stance in a small-scale case study of four EAP writing programmes. Through practitioner-as-researcher reflections and triangulating interviews from fellow colleagues within this professional context, we add to this discussion by uncovering three interrelated and hierarchical themes that have emerged from our data. At the university and inter-department organizational level, our data points to the need for universities housing these programmes to create a culture of collaboration where relevant academic expertise can directly inform the classroom (EAP writing) instruction. At the departmental level, our data suggests that standardization, especially in relation to intra-department testing, assignments, etc. is beneficial. Finally, at the classroom level, we posit, through the observations in the inquiry, that certain teaching methods are associated with different levels of proficiency. Teacher-led frameworks are more observed and suitable among lower proficiency language learners. Conversely, higher proficiency students expect and are better served by task-based or student-led approaches.

Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part One: Where Dorothy Came From, What She Did, and How It Can Support Language Development

2013 ◽  
Vol 2 (1) ◽  
pp. 4-12
Author(s):  
Ben Cowburn
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Language Teachers ◽  
Process Drama ◽  
Drama Education ◽  
Educational Drama ◽  
Language Classrooms ◽  
Dorothy Heathcote ◽  
The 1960S ◽  
The Many

From the 1960s onwards, Dorothy Heathcote became a highly influential figure in UK drama education. Her practice, based around unscripted, participatory dramas in which students were often guided by a teacher working ‘in role’, helped to shape the way drama is taught in schools today, particularly within the process drama approach. Influenced by a range of educational theorists and practitioners, Heathcote developed a style of educational drama that she saw as being distinct from ‘theatre’, and more concerned with experiencing drama than performing it. To this end, she developed a number of dramatic techniques, such as ‘Teacher in Role’ and ‘Mantle of the Expert’, to help students inhabit dramatic contexts and learn through the direct imagined experience of a particular place, time or problem to be solved. These techniques have much to offer language teaching, particularly when communication is the main goal. Placing students in dramatic contexts is claimed to enhance motivation and engagement and lead to more truly authentic communication than is often found in language classrooms. Using a framework based on Heathcote’s techniques, and those developed by other process drama educators, language teachers can begin to explore the many benefits drama can offer language learners.

Mapping global water projects: improving access to donor investment information on the web

Water Policy ◽  
2003 ◽  
Vol 5 (3) ◽  
pp. 203-212
Author(s):  
J. Lisa Jorgensona
Keyword(s):  
Water Resources ◽  
Web Sites ◽  
Large Scale ◽  
Technical Assistance ◽  
Water Withdrawal ◽  
Small Scale ◽  
Water Projects ◽  
Essential Information ◽  
Water Project ◽  
The Web

This paper discusses a series of discusses how web sites now report international water project information, and maps the combined donor investment in more than 6000 water projects, active since 1995. The maps show donor investment:  • has addressed water scarcity,  • has improved access to improvised water resources,  • correlates with growth in GDP,  • appears to show a correlation with growth in net private capital flow,  • does NOT appear to correlate with growth in GNI. Evaluation indicates problems in the combined water project portfolios for major donor organizations: •difficulties in grouping projects over differing Sector classifications, food security, or agriculture/irrigation is the most difficult.  • inability to map donor projects at the country or river basin level because 60% of the donor projects include no location data (town, province, watershed) in the title or abstracts available on the web sites.  • no means to identify donor projects with utilization of water resources from training or technical assistance.  • no information of the source of water (river, aquifer, rainwater catchment).  • an identifiable quantity of water (withdrawal amounts, or increased water efficiency) is not provided.  • differentiation between large scale verses small scale projects. Recommendation: Major donors need to look at how the web harvests and combines their information, and look at ways to agree on a standard template for project titles to include more essential information. The Japanese (JICA) and the Asian Development Bank provide good models.

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