Hits 3.241 – 3.260 of 3.314
| 3241 |
Review of Wood, D. 2015. Fundamentals of formulaic language: An introduction. London: Bloomsbury Academic. 198 pages. ISBN: 978–0–5672–7898–2
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In: International Journal of English Studies; Vol. 17 No. 1 (2017): Open issue; 105-110 ; International Journal of English Studies; Vol. 17 Núm. 1 (2017): Open issue; 105-110 ; 1989-6131 ; 1578-7044 (2017)
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| 3242 |
Translating spanish infinitives: The translation of a technical text with Omega-T using corpora as support tools
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| 3243 |
Bridging the gap within text-data analytics: A computer environment for data analysis in linguistic research
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| 3244 |
Deriving Case, Agreement And Voice Phenomena In Syntax
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In: Publicly Accessible Penn Dissertations (2017)
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| 3245 |
Early modern english scientific text types: different levels of linguistic complexity?
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| 3246 |
Does EAP writing instruction reduce L2 errors? Evidence from a longitudinal corpus of L2 EAP essays and reports
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| 3247 |
Changes in British pronunciation models: the rise of Estuary English as a prestige variety
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| 3248 |
Which treatment outcomes are most important to aphasia clinicians and managers? An international e-Delphi consensus study
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| 3249 |
Discourse measurement in aphasia research: have we reached the tipping point? A core outcome set … or greater standardisation of discourse measures?
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| 3250 |
Factors influencing clinical consistency and variability in voice prosthesis management
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| 3251 |
Community listeners' perceptions of voice function post-radiotherapy for laryngeal cancer.
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| 3252 |
Contentious actions and communication for social change: the public hearing (Jan Sunwai) as process
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| 3253 |
Writing with attitude: stance expression in learner and professional dentistry research reports
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| 3254 |
Retesting the limits of data-driven learning: feedback and error correction
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Abstract:
An increasing number of studies have looked at the value of corpus-based data-driven learning (DDL) for second language (L2) written error correction, with generally positive results. However, a potential conundrum for language teachers involved in the process is how to provide feedback on students’ written production for DDL. The study looks at DDL-mediated error correction across 61 written samples submitted by 32 tertiary students during a series of short DDL courses. Teachers provided feedback on errors present in the samples, and students highlighted corrections made with or without the corpus. The results suggest that students used corpora to correct errors of word choice, word form, collocations and phrasing, but were less likely to use corpora to correct errors of deletion or morphosyntax. When the corpus was used, students were likely to successfully correct errors of collocation but were less successful for errors of morphosyntax. Post-course questionnaires suggested that perception of the usefulness of DDL for grammar learning was less than that for vocabulary and the learning of phrases, and that time and effort spent on analyzing concordance data and understanding the teacher's feedback on their writing were perceived as difficulties. To explore these findings further, a qualitative analysis of the feedback teachers provided suggests significant difficulties devising appropriate feedback that promotes autonomous, inductive language acquisition for all error types on the one hand, and at the same time does not eliminate the need for corpus consultation nor is too vague for students to formulate appropriate corpus queries. This study is therefore an initial yet important step in identifying the type of errors that teachers can address in a timely manner with focused feedback leading to corpus consultation, and how such feedback affects the success of this consultation.
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Keyword:
1203 Language and Linguistics; 1706 Computer Science Applications; 3310 Linguistics and Language; Corpus linguistics; Data-driven learning; English for academic purposes; Error correction; Written corrective feedback
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URL: https://espace.library.uq.edu.au/view/UQ:676035
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| 3255 |
Tracheoesophageal speech restoration: issues for training and clinical support
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| 3256 |
The functions of external voices in hard news Appraisal: A dialogic perspective
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In: Topics in Linguistics, Vol 18, Iss 2, Pp 63-80 (2017) (2017)
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| 3257 |
L’acquisizione dell’imperativo in italiano L2: analisi di un corpus di apprendenti anglofoni
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In: EuroAmerican Journal of Applied Linguistics and Languages, Vol 4, Iss 1, Pp 40-61 (2017) (2017)
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| 3258 |
Studying text coherence in Czech – a corpus-based analysis
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In: Topics in Linguistics, Vol 18, Iss 2, Pp 36-47 (2017) (2017)
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| 3259 |
Vocabulary Retention and Concordance-based Learning in L3 Acquisition
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 313-324 (2017) (2017)
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| 3260 |
Effectiveness of Corpus Consultation in Teaching Verb+Noun Collocations to Advanced ELT Students
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 1, Pp 93-111 (2017) (2017)
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