Cresswell, Andy
(2007)
Getting to ‘know’ connectors? Evaluating data-driven learning
in a writing skills course.
A cura di:
Hidalgo, E. ;
Quereda, L. ;
Santana, J..
DOI
10.6092/unibo/amsacta/3087.
In: Corpora in the Foreign Language Classroom.
Amsterdam - New York:
Rodopi,
pp. 267-287.
ISBN 978-90-420-2142-6.
In: Language and Computers: Studies in Practical Linguistics
A cura di:
Mair, Christian ;
Meyer, Charles F. ;
Oostdijk, Nelleke.
Full text available as:
Abstract
This paper sets out to evaluate the effect on learners’ knowledge and use of language of
one prominent technique in corpus pedagogy, the data-driven use of corpus concordances
with learners as researchers, or Data-Driven Learning (DDL) (Johns 1988, 1991). More
specifically, the paper attempts measurement of the effect of DDL on the achievement of
the goal of appropriate production by learners of logical connectors, an important subskill
in the context of the wider objective of the acquisition of basic academic writing skills
in English. The evaluation uses learner corpora from experimental and control groups,
supported by other methods. The conclusion is that DDL, applied in the context of the
communicative teaching of writing skills, is moderately effective, and that there is
potential both for the further development of learner corpora in an evaluative role, and for
use of a wider range of instrumentation.
Abstract
This paper sets out to evaluate the effect on learners’ knowledge and use of language of
one prominent technique in corpus pedagogy, the data-driven use of corpus concordances
with learners as researchers, or Data-Driven Learning (DDL) (Johns 1988, 1991). More
specifically, the paper attempts measurement of the effect of DDL on the achievement of
the goal of appropriate production by learners of logical connectors, an important subskill
in the context of the wider objective of the acquisition of basic academic writing skills
in English. The evaluation uses learner corpora from experimental and control groups,
supported by other methods. The conclusion is that DDL, applied in the context of the
communicative teaching of writing skills, is moderately effective, and that there is
potential both for the further development of learner corpora in an evaluative role, and for
use of a wider range of instrumentation.
Document type
Book Section
Creators
Keywords
data-driven learning
connectors
CALL
evaluation of CALL
empirical research
Subjects
ISBN
978-90-420-2142-6
DOI
Deposit date
05 Aug 2011 14:26
Last modified
10 Oct 2011 08:17
URI
Other metadata
Document type
Book Section
Creators
Keywords
data-driven learning
connectors
CALL
evaluation of CALL
empirical research
Subjects
ISBN
978-90-420-2142-6
DOI
Deposit date
05 Aug 2011 14:26
Last modified
10 Oct 2011 08:17
URI
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