Research Article
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Year 2017, Volume: 3 Issue: 1, 91 - 108, 15.03.2017
https://doi.org/10.32601/ejal.461036

Abstract

References

  • Ang, F. (2006). Effectiveness of corpus consultation through concordancing on the formulaic academic language use of freshman ELT students. Unpublished master’s thesis, Bogazici University, Istanbul, Turkey.
  • Aşık, A., Vural, A. Ş., & Akpınar, K. D. (2016). Lexical awareness and development through data driven learning: Attitudes and beliefs of EFL learners. Journal of Education and Training Studies, 4(3), 87-96.
  • Boulton, A. (2008). Evaluating corpus use in language learning: State of play and future directions. Paper presented at the American Association of Corpus Linguistics. Provo, Utah
  • Chambers, A. & O'Sullivan, Í. (2004). Corpus consultation and advanced learners' writing skills in French. ReCALL, 16(1), 158-172.
  • Chan, T., & Liou, H. (2005). Effects of web-based concordancing Instruction on EFL students’ learning of verb-noun collocations. Computer Assisted Language Learning, 18(3), 231-250.
  • Chang, Y., Chang, S. J., Chen, H., & Liou, H. (2008). An automatic collocation writing assistant for Taiwanese EFL learners: A case of corpus-based NLP technology. Computer Assisted Language Learning, 21(3), 283-299.
  • Cheng, W., Warren, M., & Xu-feng, X. (2003). The language learner as language researcher: Putting corpus linguistics on the timetable. System, 31, 173-186.
  • Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301–315.
  • Cobb, T. (1999). Applying constructivism: A test for the learner as a scientist. Educational Technology Research & Development, 47(30), 15 – 31.
  • Conrad, S. M. (1999). The importance of corpus-based research for language teachers. System, 27(1), 1-18.
  • Conzett, J. (2000). Integrating collocation into a reading and writing course. In M. Lewis (Eds.), Teaching collocation: Further developments in the lexical approach (pp. 70–86). London: Language Teaching Publications.
  • Cowie, A. P. (1994). Phraseology. In E. A. Ronald (Eds.), The encyclopedia of language and linguistics (pp. 3168– 3171). Oxford: Pergamon.
  • Çelik, S. (2011). Developing collocational competence through web based concordance activities. Novitas-ROYAL (Research on Youth and Language), 5(2), 273-286.
  • Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130-144. http://doi.org/b4th
  • Fan, M. (2009). An exploratory study of collocational use by ESL students – A task based approach. System, 37, 110-123.
  • Firth, J. (1957). Papers in linguistics. Oxford: Oxford University Press.
  • Frankenberg-Garcia, A. (2012). Learners’ use of corpus examples. International Journal of Lexicography, 25(3), 273–296. http://doi.org/b4tj
  • Gardner, D. (2007). Validating the construct of word in applied corpus-based vocabulary research: A critical survey. Applied Linguistics, 28(2), 241-256.
  • Gavioli, L., & Aston, G. (2001). Enriching reality: Language corpora and language pedagogy. ELT Journal, 55(3), 238-46.
  • Granger, S. (1998). Prefabricated patterns in advanced EFL writing: Collocations and formulae. In A.P. Cowie (Eds.), Phraseology: Theory, analysis, and applications (pp. 79–100). Oxford: Oxford University Press.
  • Granger, S. (2002). A bird’s eye view of learner corpus research. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 3–33). Philadelphia, PA: John Benjamins.
  • Howarth, P. (1998). The phraseology of learners’ academic writing. In A. P. Cowie (Eds.), Phraseology: Theory, analysis, and applications (pp. 161–186). Oxford: Oxford University Press.
  • Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(02), 163-183.
  • Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.
  • Johansson, S. (2007). Using corpora: from learning to research. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom: Selected papers from the sixth international conference on teaching and language corpora (TaLC 6), University of Granada, Spain, 4-7 July, 2004 (pp. 17-28). Amsterdam; New York, NY : Rodopi.
  • Johns, T. (1991). Should you be persuaded: Two examples of data-driven learning materials. Classroom concordancing. ELR Journal, 4, 1–16.
  • Johns, T. F. (1994). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Odlin (Eds.), Perspectives on pedagogical grammar (pp. 293-313). New York: Cambridge University Press.
  • Laufer, B., & Waldman, T. (2011). Verb‐noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2), 647-672.
  • Leech, G. (1997a). Introducing corpus annotation. In R. Garside, G. Leech, & T. McEnery (Eds.), Corpus annotation: Linguistic information from computer text corpora (pp. 1-18). Harlow, Essex: Addison-Wesley.
  • Leech, G. (1997b). Teaching and language corpora: A convergence. In A. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and language corpora (pp. 1-23). New York. Addison Wesley Longman Inc..
  • Kaltenböck, G., & Mehlmauer-larcher, B. (2005). Computer corpora and the language classroom: On the potential and limitations of computer corpora in language teaching. ReCALL, 17(1), 65-84.
  • Kaur, J., & Hegelheimer, V. (2005). ESL students’ use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning, 18(4), 287-310.
  • Kennedy, G. (1998). An introduction to corpus linguistics. London: Longman.
  • Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students’ approaches to corpus investigation. Language Learning & Technology, 5(3), 77–90.
  • Kita, K., & Ogata, H. (1997). Collocations in language learning: Corpus-based automatic compilation of collocations and bilingual collocation concordancer. CALL, 10(3), 229–38.
  • Koosha, M., & Jafarpour, A. A. (2006). Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners. The Asian EFL Journal Quarterly, 8(4), 192-209.
  • Mishan, F. (2004). Authenticating corpora for language learning: A problem and its resolution. ELT Journal, 58(3), 219–227.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  • Nattinger, J. R., & DeCarrico, J. D. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
  • Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24, 223 – 242.
  • Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam: John Benjamins.
  • O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press.
  • Papp, S. (2007). Inductive learning and self-correction with the use of learner and reference corpora. In E. Hidalgo, L. Quereda, & J. Santana (Eds), Corpora in the foreign language classroom: Selected papers from the sixth international conference on teaching and language corpora (TaLC 6), University of Granada, Spain, 4-7 July, 2004 (pp. 207-220). Amsterdam; New York, NY: Rodopi.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
  • Reppen, R. (2010). Using corpora in the language classroom. Cambridge: Cambridge University Press.
  • Rezaee, A. A., Marefat, H., & Saeedakhtar, A. (2015). Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning, 28(6), 532-549.
  • Silverman, D. (2001). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage.
  • Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
  • Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64(3), 429-58.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Stevens, V. (1991). Concordance-based vocabulary exercises: A viable alternative to gap-fillers. English Language Research Journal, 4, 47-63.
  • Sun, Y. C., & Wang, L. Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16, 83 –94.
  • Sun, Y. C. (2003). Learning process, strategies and web-based concordancers: A case study. British Journal of Educational Technology, 34(5), 601-613.
  • Tribble, C., & Jones, G. (1990). Concordances in the classroom: A resource book for teachers. Essex: Longman.
  • Tsui, M. B. A. (2004). What teachers have always wanted to know and how corpora can help. In J. M. Sinclair (Eds.), How to use corpora in language teaching (Vol. 12) (pp. 39-61). John Benjamins Publishing.
  • Vannestal, M. E. & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3), 329-350.
  • Widdowson, H. (2000). On the limitations of linguistics applied. Applied Linguistics, 21(1), 3-25.
  • Walker, C. P. (2011). A corpus‐based study of the linguistic features and processes which influence the way collocations are formed: Some implications for the learning of collocations. TESOL Quarterly, 45(2), 291-312.
  • Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
  • Wray, A. (2008). Formulaic language: Pushing the boundaries. Oxford: Oxford University Press.
  • Webb, S., & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 43, 55–77.
  • Webb, S., Newton, J., & Chang, A. (2013). Incidental learning of collocation. Language Learning, 63, 91–120.
  • Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus in L2 writing. Journal of Second Language Writing, 13, 257-283.

Effectiveness of Corpus Consultation in Teaching Verb+Noun Collocations to Advanced ELT Students

Year 2017, Volume: 3 Issue: 1, 91 - 108, 15.03.2017
https://doi.org/10.32601/ejal.461036

Abstract

This study examined the effectiveness of data-driven learning (DDL), explicit instruction and these two

methods combined in teaching verb+noun (V+N) collocations to advanced Turkish learners of English.

Recognition accuracy of V+N collocations was measured along with participants’ judgment about the

acceptability of these collocations. It also explored the opinions of learners about using corpus in learning

V+N collocations. Quantitative data were analyzed via a one-way independent analysis of variance and

descriptive statistics. Results revealed a statistically significant difference between the three groups in

their recognition accuracy of V+N collocations. While the Explicit-Instruction (EI) Group and the

Combined (C) Group scored significantly higher than the Data-Driven Learning (D) Group, the means of

the EI-Group and C-Group did not significantly differ. With respect to the judgment about the

acceptability of V+N collocations, the EI-Group significantly outperformed the D-Group; but the

difference between the EI-Group and the C-Group; or between the C-Group and the D-Group was not

statistically significant. The questionnaire data showed that the participants found the instruction with













the use of corpus more useful and effective for learning V+N collocations than instruction without

References

  • Ang, F. (2006). Effectiveness of corpus consultation through concordancing on the formulaic academic language use of freshman ELT students. Unpublished master’s thesis, Bogazici University, Istanbul, Turkey.
  • Aşık, A., Vural, A. Ş., & Akpınar, K. D. (2016). Lexical awareness and development through data driven learning: Attitudes and beliefs of EFL learners. Journal of Education and Training Studies, 4(3), 87-96.
  • Boulton, A. (2008). Evaluating corpus use in language learning: State of play and future directions. Paper presented at the American Association of Corpus Linguistics. Provo, Utah
  • Chambers, A. & O'Sullivan, Í. (2004). Corpus consultation and advanced learners' writing skills in French. ReCALL, 16(1), 158-172.
  • Chan, T., & Liou, H. (2005). Effects of web-based concordancing Instruction on EFL students’ learning of verb-noun collocations. Computer Assisted Language Learning, 18(3), 231-250.
  • Chang, Y., Chang, S. J., Chen, H., & Liou, H. (2008). An automatic collocation writing assistant for Taiwanese EFL learners: A case of corpus-based NLP technology. Computer Assisted Language Learning, 21(3), 283-299.
  • Cheng, W., Warren, M., & Xu-feng, X. (2003). The language learner as language researcher: Putting corpus linguistics on the timetable. System, 31, 173-186.
  • Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301–315.
  • Cobb, T. (1999). Applying constructivism: A test for the learner as a scientist. Educational Technology Research & Development, 47(30), 15 – 31.
  • Conrad, S. M. (1999). The importance of corpus-based research for language teachers. System, 27(1), 1-18.
  • Conzett, J. (2000). Integrating collocation into a reading and writing course. In M. Lewis (Eds.), Teaching collocation: Further developments in the lexical approach (pp. 70–86). London: Language Teaching Publications.
  • Cowie, A. P. (1994). Phraseology. In E. A. Ronald (Eds.), The encyclopedia of language and linguistics (pp. 3168– 3171). Oxford: Pergamon.
  • Çelik, S. (2011). Developing collocational competence through web based concordance activities. Novitas-ROYAL (Research on Youth and Language), 5(2), 273-286.
  • Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130-144. http://doi.org/b4th
  • Fan, M. (2009). An exploratory study of collocational use by ESL students – A task based approach. System, 37, 110-123.
  • Firth, J. (1957). Papers in linguistics. Oxford: Oxford University Press.
  • Frankenberg-Garcia, A. (2012). Learners’ use of corpus examples. International Journal of Lexicography, 25(3), 273–296. http://doi.org/b4tj
  • Gardner, D. (2007). Validating the construct of word in applied corpus-based vocabulary research: A critical survey. Applied Linguistics, 28(2), 241-256.
  • Gavioli, L., & Aston, G. (2001). Enriching reality: Language corpora and language pedagogy. ELT Journal, 55(3), 238-46.
  • Granger, S. (1998). Prefabricated patterns in advanced EFL writing: Collocations and formulae. In A.P. Cowie (Eds.), Phraseology: Theory, analysis, and applications (pp. 79–100). Oxford: Oxford University Press.
  • Granger, S. (2002). A bird’s eye view of learner corpus research. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 3–33). Philadelphia, PA: John Benjamins.
  • Howarth, P. (1998). The phraseology of learners’ academic writing. In A. P. Cowie (Eds.), Phraseology: Theory, analysis, and applications (pp. 161–186). Oxford: Oxford University Press.
  • Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(02), 163-183.
  • Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.
  • Johansson, S. (2007). Using corpora: from learning to research. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom: Selected papers from the sixth international conference on teaching and language corpora (TaLC 6), University of Granada, Spain, 4-7 July, 2004 (pp. 17-28). Amsterdam; New York, NY : Rodopi.
  • Johns, T. (1991). Should you be persuaded: Two examples of data-driven learning materials. Classroom concordancing. ELR Journal, 4, 1–16.
  • Johns, T. F. (1994). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Odlin (Eds.), Perspectives on pedagogical grammar (pp. 293-313). New York: Cambridge University Press.
  • Laufer, B., & Waldman, T. (2011). Verb‐noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2), 647-672.
  • Leech, G. (1997a). Introducing corpus annotation. In R. Garside, G. Leech, & T. McEnery (Eds.), Corpus annotation: Linguistic information from computer text corpora (pp. 1-18). Harlow, Essex: Addison-Wesley.
  • Leech, G. (1997b). Teaching and language corpora: A convergence. In A. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and language corpora (pp. 1-23). New York. Addison Wesley Longman Inc..
  • Kaltenböck, G., & Mehlmauer-larcher, B. (2005). Computer corpora and the language classroom: On the potential and limitations of computer corpora in language teaching. ReCALL, 17(1), 65-84.
  • Kaur, J., & Hegelheimer, V. (2005). ESL students’ use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning, 18(4), 287-310.
  • Kennedy, G. (1998). An introduction to corpus linguistics. London: Longman.
  • Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students’ approaches to corpus investigation. Language Learning & Technology, 5(3), 77–90.
  • Kita, K., & Ogata, H. (1997). Collocations in language learning: Corpus-based automatic compilation of collocations and bilingual collocation concordancer. CALL, 10(3), 229–38.
  • Koosha, M., & Jafarpour, A. A. (2006). Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners. The Asian EFL Journal Quarterly, 8(4), 192-209.
  • Mishan, F. (2004). Authenticating corpora for language learning: A problem and its resolution. ELT Journal, 58(3), 219–227.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  • Nattinger, J. R., & DeCarrico, J. D. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
  • Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24, 223 – 242.
  • Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam: John Benjamins.
  • O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press.
  • Papp, S. (2007). Inductive learning and self-correction with the use of learner and reference corpora. In E. Hidalgo, L. Quereda, & J. Santana (Eds), Corpora in the foreign language classroom: Selected papers from the sixth international conference on teaching and language corpora (TaLC 6), University of Granada, Spain, 4-7 July, 2004 (pp. 207-220). Amsterdam; New York, NY: Rodopi.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
  • Reppen, R. (2010). Using corpora in the language classroom. Cambridge: Cambridge University Press.
  • Rezaee, A. A., Marefat, H., & Saeedakhtar, A. (2015). Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning, 28(6), 532-549.
  • Silverman, D. (2001). Interpreting qualitative data: Methods for analyzing talk, text and interaction. London: Sage.
  • Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
  • Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64(3), 429-58.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Stevens, V. (1991). Concordance-based vocabulary exercises: A viable alternative to gap-fillers. English Language Research Journal, 4, 47-63.
  • Sun, Y. C., & Wang, L. Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16, 83 –94.
  • Sun, Y. C. (2003). Learning process, strategies and web-based concordancers: A case study. British Journal of Educational Technology, 34(5), 601-613.
  • Tribble, C., & Jones, G. (1990). Concordances in the classroom: A resource book for teachers. Essex: Longman.
  • Tsui, M. B. A. (2004). What teachers have always wanted to know and how corpora can help. In J. M. Sinclair (Eds.), How to use corpora in language teaching (Vol. 12) (pp. 39-61). John Benjamins Publishing.
  • Vannestal, M. E. & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3), 329-350.
  • Widdowson, H. (2000). On the limitations of linguistics applied. Applied Linguistics, 21(1), 3-25.
  • Walker, C. P. (2011). A corpus‐based study of the linguistic features and processes which influence the way collocations are formed: Some implications for the learning of collocations. TESOL Quarterly, 45(2), 291-312.
  • Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.
  • Wray, A. (2008). Formulaic language: Pushing the boundaries. Oxford: Oxford University Press.
  • Webb, S., & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 43, 55–77.
  • Webb, S., Newton, J., & Chang, A. (2013). Incidental learning of collocation. Language Learning, 63, 91–120.
  • Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus in L2 writing. Journal of Second Language Writing, 13, 257-283.
There are 63 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mehmet Akıncı This is me

Senem Yıldız

Publication Date March 15, 2017
Published in Issue Year 2017 Volume: 3 Issue: 1

Cite

APA Akıncı, M., & Yıldız, S. (2017). Effectiveness of Corpus Consultation in Teaching Verb+Noun Collocations to Advanced ELT Students. Eurasian Journal of Applied Linguistics, 3(1), 91-108. https://doi.org/10.32601/ejal.461036