Concordancing

In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers' lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have been shown to be a problematic area of learning English as a foreign language due to their semantic opacity and structural differences between English and learners' first languages. To examine the pedagogic potentiality of the use of corpus linguistics in the context of EFL, the present study aimed at comparing the effect of paper-based data-driven learning (DDL) activities, as a substitute for online DDL activities, with the activities designed based on dictionary entries in terms of their effect on learning phrasal verbs in both short and long run. To this end, the study adopted a quasi-experimental pretest posttest control group design. The analysis of the data collected through an ...

Student use of concordancers to explore language, often called data-driven learning, is an area of language learning often read about but infrequently used by instructors. This paper aims to demonstrate an accessible method of introducing learners to the Corpus of Contemporary American English (COCA) and incorporating its use into the homework of any syllabus through the Word and Phrase website.

In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers' lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have been shown to be a problematic area of learning English as a foreign language due to their semantic opacity and structural differences between English and learners' first languages. To examine the pedagogic potentiality of the use of corpus linguistics in the context of EFL, the present study aimed at comparing the effect of paper-based data-driven learning (DDL) activities, as a substitute for online DDL activities, with the activities designed based on dictionary entries in terms of their effect on learning phrasal verbs in both short and long run. To this end, the study adopted a quasi-experimental pretest posttest control group design. The analysis of the data collected through an immediate posttest as well as a delayed posttest showed that the DDL activities led to greater improvements by the participants. Based on the results of the study, it is argued that paper-based DDL activities can be used effectively in EFL classes to enhance learning and help learners to become more autonomous in their learning efforts.

In many educational institutions in Turkey, including universities, state schools, and private schools, a common problem in grammar teaching is the lack of authenticity due to the wide use of rule-based teaching. Consequently, some teachers prefer to adopt a deductive teaching approach with more explanation for grammar structures and less use of examples from various contexts. This case may sometimes end up with a traditional English lesson with mechanical exercises, as students call it, “Ali goes to cinema” kind of exercises, and it is not uncommon for students to complain about the frequency of encountering the same examples given on certain grammar topics, examples that often fail to be attuned with current real life situations, which obviously limits their productive skills by its failure to stimulate their ability to think of similar simple sentences. In order to overcome this, we propose a technique based on Data-Driven Language Learning with particular regard to corpus linguistics, and we consider the learner as research workers constructing their language themselves, and learning with less language description, hence they are expected to succeed in integrating meaning and form more. In this respect, the purpose of this article is to provide some insight into modern practices of teaching English language, and specifically to show a model lesson for grammar teaching from a critical perspective towards currently used English grammar books and textbooks. It will provide a brief and practical introduction to easily accessible concordances which can be utilized to assign the learner a constructive role by supplying him/her with input from real-life contexts, while touching on the principle of awareness with a few suggestions by using our data in our classes. It will also provide a brief outline of how online and offline programs can be easily adapted for grammar teaching and to generate authentic in-class materials.

In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers’ lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have been shown to be a problematic area of learning English as a foreign language due to their semantic opacity and structural differences between English and learners’ first languages. To examine the pedagogic potentiality of the use of corpus linguistics in the context of EFL, the present study aimed at comparing the effect of paper-based data-driven learning (DDL) activities, as a substitute for online DDL activities, with the activities designed based on dictionary entries in terms of their effect on learning phrasal verbs in both short and long run. To this end, the study adopted a quasi-experimental pretest posttest control group design. The analysis of the data collected through an immediat...

In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers’ lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have been shown to be a problematic area of learning English as a foreign language due to their semantic opacity and structural differences between English and learners’ first languages. To examine the pedagogic potentiality of the use of corpus linguistics in the context of EFL, the present study aimed at comparing the effect of paper-based data-driven learning (DDL) activities, as a substitute for online DDL activities, with the activities designed based on dictionary entries in terms of their effect on learning phrasal verbs in both short and long run. To this end, the study adopted a quasi-experimental pretest posttest control group design. The analysis of the data collected through an immediat...

Computer corpora of English language open new horizons toward teachers and learners of EFL/ESL classroom contexts. These corpora contain a rich database of authentic structures to be discovered and applied to ELT. This study aims to present some of concordancing implications to English language teaching and learning. This research describes using concordancing as learning and teaching tool with so many benefits such as a data-driving learning and its integration into English language classrooms. This paper discusses the use of concordancing in the three domains of EFL/ESL: 1. syllabus design, 2. classroom teaching, and 3. test construction. The operation of concordancing is demonstrated by screen shots. The pedagogical applications of concordancing in English are illustrated through reviewing other teaching and learning studies and experiments. It hoped that concordancing in English classrooms will become a useful and popular tool for both English teachers and learners in their second language teaching and learning. The paper concludes with implications for future use and possible ways to improve concordancing in EFL/ESL classrooms.