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LSP translation and non-LSP students: Adding corpora to the mix
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In: 33e Colloque du Groupe d'Etudes et de Recherches en Anglais de Spécialité : Nouveaux visages de l'anglais de spécialité : Objectifs, domaines, approches et outils de demain. ; https://hal.archives-ouvertes.fr/hal-00683763 ; 33e Colloque du Groupe d'Etudes et de Recherches en Anglais de Spécialité : Nouveaux visages de l'anglais de spécialité : Objectifs, domaines, approches et outils de demain., Mar 2012, Grenoble, France (2012)
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Corpus consultation for ESP: A review of empirical research
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In: Corpus-Informed Research and Learning in ESP : Issues and Applications ; https://hal.archives-ouvertes.fr/hal-00683784 ; Alex Boulton, Shirley Carter-Thomas & Elizabeth Rowley-Jolivet. Corpus-Informed Research and Learning in ESP : Issues and Applications, John Benjamins, pp.261-291, 2012, Studies in Corpus Linguistics 52 (2012)
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Testing the limits of data-driven learning: language proficiency and training.
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In: ISSN: 0958-3440 ; EISSN: 0958-3440 ; ReCALL ; https://hal.archives-ouvertes.fr/hal-00326986 ; ReCALL, Cambridge University Press (CUP), 2009, 21 (1), pp.37-54. ⟨10.1017/S0958344009000068⟩ (2009)
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Evaluating corpus use in language learning: State of play and future directions.
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In: American Association for Corpus Linguistics. ; https://hal.archives-ouvertes.fr/hal-00273306 ; American Association for Corpus Linguistics., Mar 2008, Provo, Utah, United States (2008)
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But where's the proof? The need for empirical evidence for data-driven learning.
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In: Proceedings of the BAAL Annual Conference 2007. ; https://hal.archives-ouvertes.fr/hal-00326704 ; M. Edwardes. Proceedings of the BAAL Annual Conference 2007., London: Scitsiugnil Press., p. 13-16., 2007 (2007)
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Abstract:
Corpus studies of native speaker and learner language have been influential in informing syllabus design and course content in foreign or second language (L2) teaching. Corpora can also be explored directly by the learner, in what Johns (1991) has called “data-driven learning” (DDL). Such an approach is alleged to have many advantages, including fostering learner autonomy, increasing language awareness and noticing skills, and improving ability to deal with authentic language. Although such theoretical arguments may seem convincing, their power is mitigated by the fact that DDL has yet to filter down into mainstream teaching and learning practices. In other words, it may be fine in theory, but what about in everyday practice? Empirical evidence in support of the theory would seem essential.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; data-driven learning; empirical; evidence; survey
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URL: https://hal.archives-ouvertes.fr/hal-00326704
https://hal.archives-ouvertes.fr/hal-00326704/file/2007_boulton_BAAL_proof.pdf
https://hal.archives-ouvertes.fr/hal-00326704/document
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