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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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Abstract:
International audience ; The potential for corpora in language learning has attracted a significant amount of attention in recent years, including in the form of data-driven learning (DDL). Careful not to appear to over-promote the field, enthusiasts have urged caution in its application, in particular with regard to lower-level learners, and have argued that extensive learner-training in corpus techniques is an essential condition for DDL to be successful. Such limits seem eminently reasonable, but there is a notable dearth of empirical studies to support them. This paper describes a simple experiment to see how lower-level learners cope with corpus data with no prior training. The language focus here is on linking adverbials in English, which are renowned to be difficult to teach using traditional methods. The subjects are 132 first-year students at an engineering college in France of roughly intermediate and lower levels of English. They were divided into random groups to compare their ability to deal with the target items using traditional sources (extracts from a bilingual dictionary or a grammar/usage manual) or corpus data (short contexts or truncated concordances). Performance was tested prior to the experiment, subsequently to check ability to use the different information sources as a reference, and later to test recall. No evidence was found that traditional sources promote better recall, and corpus data seemed to be more effective for reference purposes. While the results of any single experiment must be treated with caution, these findings suggest the need for more empirical studies to complement the theoretical arguments and qualitative data which currently dominate the discussions of DDL.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; corpus; data-driven learning; empirical evidence; level; linking adverbials; training
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URL: https://hal.archives-ouvertes.fr/hal-00326986v2/file/2009_boulton_ReCALL_testing.pdf
https://hal.archives-ouvertes.fr/hal-00326986v2/document
https://hal.archives-ouvertes.fr/hal-00326986
https://doi.org/10.1017/S0958344009000068
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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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