scholarly journals Self-access Learning and Assessment of Foreign Language Vocabulary by Corpus-based Data-driven

2014 ◽  
Author(s):  
Zhiyan Ma
Keyword(s):  
Foreign Language ◽  
Data Driven

Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students

2017 ◽  
Vol 23 (5) ◽  
pp. 541-561 ◽  
Author(s):  
Ming Huei Lin ◽  
Jia-Ying Lee
Keyword(s):  
Foreign Language ◽  
Covariance Analysis ◽  
Data Driven ◽  
Translation Method ◽  
Paired Sample ◽  
Empirical Assessment ◽  
Efl Context ◽  
Study Results ◽  
Over Time

This study of 52 undergraduates of English as a foreign language (EFL) involves an empirical assessment of the pedagogical suitability of data-driven learning (DDL) in three Taiwanese grammar classes. One class (16 students) was taught using a traditional deductive approach (TDA), and the others (one of 17 and one of 19 students) were taught using blends of DDL and TDA. The participants’ performance in grammar and their judgments of the teaching effects of DDL were both collected for analysis. Using a covariance analysis, the study results indicate no significant differences between the three classes in grammar proficiency, although paired-sample t-tests reveal significant gains for each class. However, the results of quantifying participants’ perceptions of the treatments over time show clear changes as the experiment proceeded; there was a growing preference for DDL-integrated treatments but a disinclination towards the TDA. Although it seems premature to claim DDL’s pedagogical suitability here, the overall results lend support to the legitimacy of practicing DDL in different educational areas. This is particularly notable for Taiwan’s EFL context, given that most of its grammar classrooms are still employing conventional approaches, including the Grammar Translation method, even if they are not inclined towards them. The article concludes with a discussion of DDL’s effects on future EFL grammar classes and possible avenues for further studies.

scholarly journals Discovery learning in the language-for-translation classroom: corpora as learning aids

2016 ◽  
Vol 36 (1) ◽  
pp. 14 ◽  
Author(s):  
Silvia Bernardini
Keyword(s):  
Foreign Language ◽  
Service Provision ◽  
Learning Experiences ◽  
Foreign Language Teaching ◽  
Discovery Learning ◽  
Data Driven ◽  
Information Mining ◽  
Learning Aids ◽  
Translation Service

http://dx.doi.org/10.5007/2175-7968.2016v36nesp1p14This contribution reviews the idea of discovery learning with corpora, proposed in the 1990s, evaluating its potential and its implications with reference to the education of translators today. The rationale behind this approach to data-driven learning, combining project-based and form-focused instruction within a socio-constructivistically inspired environment, is discussed. Examples are also provided of authentic, open-ended learning experiences, thanks to which students of translation share responsibility over the development of corpora and their consultation, and teachers can abandon the challenging role of omniscient knowledge providers and wear the more honest hat of "learning experts". Adding to the more straightforward uses of corpora in courses that aim to develop thematic, technological and information mining competences – i.e., in which training is offered in the use of corpora as professional aids –, attention is focused on foreign language teaching for translators and on corpora as learning aids, highlighting their potential for the development of the three other European Master's in Translation (EMT) competences (translation service provision, language and intercultural ones).

scholarly journals Data-Driven Learning

EL LE ◽  
2020 ◽  
Author(s):  
Milica Vitaz ◽  
Milica Poletanovic
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Foreign Language Teaching ◽  
Data Driven ◽  
Small Scale ◽  
Private Language ◽  
Vast Number ◽  
University Level ◽  
Language Schools ◽  
The University

Data-Driven Learning (DDL) is almost non-existent at the university level in Serbia when it comes to using DDL in foreign language teaching. Having analysed the curricula at a number of universities, we concluded that DDL is dealt with on a very small scale. That is why we decided to explore what the situation is like among teachers in primary, secondary and private language schools in Serbia, alongside a small number of those who work at university level. A small, exploratory study was designed to answer these questions: if and how much the teachers in Serbia knew about DDL and whether they used it in their teaching. In order to study this phenomenon, we conducted short interviews with one hundred teachers (N=100) from all over Serbia. Unfortunately, a vast number of them has never heard of this approach.

scholarly journals Data-driven learning for beginners: The case of German verb-preposition collocations

ReCALL ◽  
2016 ◽  
Vol 28 (2) ◽  
pp. 207-226 ◽  
Author(s):  
Nina Vyatkina
Keyword(s):  
Foreign Language ◽  
Traditional Method ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Data Driven ◽  
Pedagogical Practice ◽  
Rule Based ◽  
Proficiency Levels ◽  
Class Period ◽  
Us University

AbstractResearch on data-driven learning (DDL), or teaching and learning languages with the help of electronic corpora, has shown that it is both effective and efficient. Nevertheless, DDL is still far from common pedagogical practice, not least because the empirical research on it is still limited and narrowly focused. This study addresses some gaps in that research by exploring the effectiveness of DDL for teaching low-proficiency learners lexico-grammatical constructions (verb-preposition collocations) in German, a morphologically rich language. The study employed a pretest-posttest design with intact third- and fourth-semester classes for German as a foreign language at a US university. The same collocations were taught to each group during one class period, with one group at each course level taking a paper-based DDL lesson with concordance lines from a native-speaker corpus and the other one taking a traditional rule-based lesson with textbook exercises. These constructions were new to third-semester students, whereas fourth-semester students had been exposed to them in the previous semester. The results show that, whereas the DDL method and the traditional method were both effective and resulted in lexical and grammatical gains, DDL was more effective for teaching new collocations. The study thus argues in favor of using paper-based DDL in the classroom at lower proficiency levels and for languages other than English.

scholarly journals Vocabulary learning through data-driven learning in the context of Spanish as a foreign language

2019 ◽  
Vol 7 ◽  
pp. 18-46 ◽  
Author(s):  
Gang Yao
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Longitudinal Design ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Data Driven ◽  
Future Application ◽  
Traditional Learning ◽  
Significant Difference

An increasing number of studies have shown the potential associations between corpus work and second language acquisition and teaching. Some research, for example, explores the effect of data-driven learning (DDL, Johns 1991) in the context of foreign language learning. Up till now, however, empirical quantitative studies on the topic have been limited, especially with respect to foreign languages other than English. In order to bridge this gap, a quasi-experimental longitudinal design was used in the present study to examine whether there is a statistically significant difference between the DDL approach to vocabulary learning and more traditional learning methods (e.g., dictionary approach) in the context of Spanish as a foreign language (SFL) by Chinese students. The study further gauged students’ attitude towards DDL activities. The results of two post-tests revealed that the DDL group of students significantly outperformed the group of students following a traditional learning method. Furthermore, a questionnaire assessment collected from the experimental group showed that the respondents generally favored DDL and adopted a positive attitude towards its future application to Spanish learning.

scholarly journals Development of a scale to measure learners’ perceived preferences and benefits of data-driven learning

ReCALL ◽  
2015 ◽  
Vol 28 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Atsushi Mizumoto ◽  
Kiyomi Chujo ◽  
Kenji Yokota
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Data Driven ◽  
Fit Indices ◽  
Item Pool ◽  
Final Phase ◽  
Future Studies ◽  
Confirmatory Factor ◽  
Questionnaire Research ◽  
Item Scale

AbstractIn spite of researchers’ and practitioners’ increasing attention to data-driven learning (DDL) and increasing numbers of DDL studies, a multi-item scale to measure learners’ attitude toward DDL has not been developed thus far. In the present study, we developed and validated a psychometric scale to measure learners’ perceived preferences and benefits of DDL for research and pedagogical purposes. First, we created an item pool by referring to open-ended responses from learners; second, the items were pilot tested with target-level learners of English as a foreign language; and third, with item analyses and exploratory factor analysis, the revised version of the questionnaire was prepared. Finally, the questionnaire was administered, and its psychometric properties were examined with confirmatory factor analysis and fit indices. The final phase also included a measure of task values to explore the convergent evidence of the construct validity of the proposed scale. The results suggest that the scale is a valid measure of learners’ attitudes toward DDL, with the hypothesized model providing a good fit with the data. We propose that the scale can be used in future studies that utilize the same type of questionnaire research to facilitate further investigation of DDL. Suggestions for further research are also provided.

scholarly journals Teaching english as a foreign language through a data - driven learning perspective using an annotated pedagogic corpus of english text books in a greek high school class

2018 ◽  
Author(s):  
Βασιλική Παπαϊωάννου
Keyword(s):  
High School ◽  
Foreign Language ◽  
Data Driven ◽  
English Text ◽  
Teaching English ◽  
School Class ◽  
High School Class

H παρούσα διατριβή εξετάζει την ενσωμάτωση της μεθοδολογίας, η οποία αποκαλείται ‘κατευθυνόμενη από τα δεδομένα μάθηση’ (στο εξής ΚΔΜ) στο μαθησιακό περιβάλλον ενός δημόσιου Ελληνικού Γενικού Λυκείου. Στόχος της είναι να διερευνήσει τη χρησιμότητα αυτής της μεθόδου για την εκμάθηση των ελλειπτικών ρημάτων. Η ΚΔΜ, μια επαγωγική μεθοδολογία διδασκαλίας βασιζόμενη στην αξιοποίηση των γλωσσικών δεδομένων ανακτηθέντων από ενα σώμα κειμένων, έχει τραβήξει την προσοχή της ερευνητικής κοινότητας τα τελευταία 30 χρόνια. Ο όγκος της έρευνας όμως που να εστιάζει σε πραγματικές εφαρμογές της ΚΔΜ με στόχο την εκμάθηση της Αγγλικής ως ξένης γλώσσας στη Δευτεροβάθμια εκπαίδευση είναι ακόμη περιορισμένος. Στόχος της παρούσας έρευνας είναι να καλύψει το κενό αυτό διερευνώντας την εφαρμογή μιας κατευθυνόμενης από τα δεδομένα μάθησης μικτής μορφής για τη διδασκαλία των ελλειπτικών ρημάτων, ειδικά προσαρμοσμένη στις μαθησιακές ανάγκες των μαθητών ενός Ελληνικού Λυκείου. Την ονομάζουμε μικτής μορφής διότι περιλαμβάνει τη χρήση γλωσσικού υλικού από διάφορες πηγες, και συγκεκριμένα από α) ένα παιδαγωγικό σώμα κειμένων) αποτελούμενο από κείμενα που περιέχονται σε βιβλία εκμάθησης της Αγγλικής, το οποίο δημιουργήθηκε ειδικά για τους σκοπούς της παρούσας έρευνας, β) δεδομένα από το διαδίκτυο και γ) ένα γενικό σώμα κειμένων το οποίο διατίθεται ελεύθερα στο διαδίκτυο. Η προτεινόμενη μεθοδολογία αποκαλείται μικτής μορφής για έναν ακόμη λόγο- περιλαμβάνει τη χρήση τοσο έντυπου υλικού που περιλαμβάνει παραδείγματα μιας γλωσσικής χρήσης με τη μορφή συμφραστικών πινάκων, όσο και διαδικτυακού λογισμικού παραγωγής συμφραστικών πινάκων. Η προτεινόμενη μεθοδολογία ΚΔΜ εφαρμόστηκε σε μια πειραματική ομάδα, ενώ το διδακτικό εγχειρίδιο που χρησιμοποιείται για τη διδασκαλία της Αγγλικής στο Λυκειο επιλέχθηκε για την ομάδα ελέγχου. Τα αποτελέσματα των δύο διδακτικών προσεγγίσεων αξιολογήθηκαν με διανομή και συμπλήρωση από τους μαθητές ενός αρχικού τεστ, ενός τελικού τεστ αμέσως μετά την εκτέλεση των πειραματικών δραστηριοτήτων, καθώς και ενός τεστ διατήρησης. Τα δεδομένα που συλλέχθηκαν υποβλήθηκαν σε στατιστικές αναλύσεις (SPSS 20.) οι οποίες στόχευαν στην αξιολόγηση της επίδοσης των μαθητών. Τα συνολικά αποτελέσματα της έρευνας υπέδειξαν ότι (α) κατάλληλο μαθησιακό υλικό ΚΔΜ, το οποίο εναρμονίζεται με το αναλυτικό πρόγραμμα για τη διδασκαλίa της Αγγλικής στα σχολεία, μπορεί να δημιουργηθεί από εκπαιδευτικούς που διδάσκουν την Αγγλική ως ξένη γλώσσα, (β) μια μεθοδολογία ΚΔΜ μπορεί να επηρεάσει θετικά την εκμάθηση της Αγγλικής γραμματικής, (γ) η βελτίωση στα αποτελέσματα του τελικού τέστ, καθώς και στο τεστ διατήρησης είναι στατιστικά σημαντική, και (δ) η μεθοδολογία ΚΔΜ είναι ιδιαίτερα ωφέλιμη για εκείνους τους μαθητές που είχαν λάβει το χαμηλότερο σκορ στο αρχικό τεστ. Η μελέτη συμπληρώνει τη γραμματεία σχετικά με την εκμάθηση της Αγγλική ως ξένης γλώσσας εστιάζοντας στη διδασκαλία με τη χρήση σωμάτων κειμένων στη Δευτεροβάθμια Εκπαίδευση.

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