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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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Abstract:
Much discussion in language learning and teaching revolves around two main questions: what to learn and how to learn it. Corpus linguistics has had a significant impact on the former, as publishers use the findings to inform the language content of their syllabuses. On the other hand, and despite significant output in terms of research articles and publications, few teachers and still fewer learners have had any direct contact with language corpora per se. For such awareness to filter down to the end users, the major players upstream (publishers, software developers, politicians, schools, teacher trainers, etc.) have to be convinced that corpora have something to offer. While well-developed theoretical arguments show the potential is considerable, empirical evidence is surprisingly lacking (Chambers 2007). This paper looks at nearly 50 studies which provide some form of evaluation of the use of corpora in language learning. Many are essentially qualitative, bringing useful insights but remaining by definition rather subjective; quantitative evidence, however, remains scarce. Furthermore, the focus is often on learners' and teachers' attitudes to the use of corpora, or on their ability to use corpus techniques, rather than on the effectiveness of corpus use. Finally, the remaining studies tend to divide into two main categories: those which are concerned with the use of corpora as a reference tool, especially in written production (including error-correction) and translation; and those few which actually look at whether corpora contribute to language learning itself – “data-driven learning”, to use Johns' term (e.g. 1991). This paper synthesises the research findings to date on all these questions, and argues that there is an urgent need for considerably more empirical evaluation of data-driven language learning, taking into account the large number of variables involved. Only then can we expect to see such techniques become part of mainstream language teaching and learning practices. Chambers, A. 2007. Popularising corpus consultation by language learners and teachers. In E. Hidalgo, L. Quereda & J. Santana (eds) Corpora in the Foreign Language Classroom. Amsterdam: Rodopi, p. 3-16. Johns, T. 1991. From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Johns and P. King (eds) Classroom Concordancing. English Language Research Journal 4, p. 27-45.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; corpora; data-driven learning; empirical evidence; language learning; survey
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URL: https://hal.archives-ouvertes.fr/hal-00273306
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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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