"Keşke COCA..." İngilizce’yi Yabancı Dil Olarak Öğrenen Öğrenicilerin Sınıfta Uygulamalı Derlem Araçlarını Kullanımına Yönelik Algıları

Year 2024, , 659 - 675, 29.05.2024

Zehra İtik , Hacer Hande Uysal Gürdal

https://doi.org/10.18069/firatsbed.1393134

Abstract

Son yıllarda, derlemin yabancı dil sınıflarında uygulanmasını inceleyen araştırmaların sayısı giderek artmaktadır. İki alan arasındaki etkileşime ilişkin araştırmanın bir alt alanı da öğrencilerin sınıfta derlem kullanımına yönelik algıları olmuştur. Ek olarak, COVID-19 salgınının tetiklediği çevrimiçi öğrenmenin müfredata entegre edilmesi, çevrimiçi öğrenme ortamlarında veriye dayalı öğrenmenin uygulanmasının etkililiğini araştırma ihtiyacını doğurdu. Bu nedenle mevcut çalışma, çevrimiçi öğrenme bağlamında doğrudan veriye dayalı öğrenme yoluyla özellikle İngilizce konuşma becerisini hedefleyen kelime öğrenimine ilişkin öğrenci algılarını ortaya çıkarmayı amaçlamıştır. Katılımcılardan (N=28) bir anket ve yarı yapılandırılmış görüşme yoluyla toplanan veriler, katılımcıların veriye dayalı öğrenme etkinliklerinin, ders kitabı ve üretime dayalı aktivitelerle birlikte kullanımının öğrenmelerini artırmaya yardımcı bulduklarını ortaya çıkardı. Katılımcılar, derlem kullanımı genel olarak üstesinden gelinmesi çok zor bir görev olarak değerlendirmediler. Genel olarak, çalışma iki önemli bulguyu ortaya çıkardı: Birincisi, çalışma, işbirlikçi öğrenmenin veriye dayalı öğrenme uygulamalarında önemli bir rol oynayabileceğini göstermiştir. İkinci olarak bulgular, COCA gibi halka açık geniş bir derlemde sesli verilerin sunulmasının gerekliliğini vurgulamıştır. Çalışmadan elde edilen veriler, konuşma becerileri için veriye dayalı öğrenmenin verimliliğini irdelemeye yönelik gelecekteki araştırmalara katkıda bulunabilir.

Keywords

Veriye dayalı öğrenme, konuşma becerisi öğretimi, derlem temelli öğrenme

Supporting Institution

TÜBİTAK 2211-Genel Yurtiçi Doktora Programı

Thanks

Bu çalışma, TÜBİTAK 2211-Genel Yurtiçi Doktora Programı tarafından desteklenmiştir. Destekleri için teşekkürlerimi sunarım.

“I WISH COCA HAD…” – LEARNER PERCEPTIONS ON HANDS-ON CORPUS USE IN EFL CONTEXT

Abstract

A growing body of research has examined the integration of corpora into foreign language classrooms in the last few decades. A sub-line of research concerning the interaction between the two fields has been student perceptions. Additionally, the growing integration of online learning into curricula, triggered by the COVID-19 pandemic, has aroused a necessity to explore the application of data-driven learning in online learning environments. The current study, therefore, attempted to elicit learner perceptions on learning vocabulary targeted particularly for speaking skill through direct data-driven learning in an online learning context. The data gathered from the participants (N=28) through a questionnaire and a semi-structured interview revealed that the participants found the use of data-driven learning activities in conjunction with the coursebook and oral production tasks helpful to boost their learning. They did not evaluate corpus consultation as a very challenging task to tackle in general. Overall, the study revealed two significant findings: First, it highlighted that collaborative learning might play a significant role in data-driven learning applications. Second, the findings emphasized the necessity for integration of the audio data to the large, publicly available corpora, such as COCA, which could contribute to future research on exploring the efficiency of data-driven learning for speaking skills.

Keywords

Data-driven learning, speaking instruction, corpus-based learning

References

• Aguado-Jiménez, P., Pérez-Paredes, P., & Sánchez, P. (2012). Exploring the use of multidimensional analysis of learner language to promote register awareness. System, 40(1), 90–103. https://doi.org/10.1016/j.system.2012.01.008
• Aşık, A., Vural, A. Ş., & Akpınar, K. D. (2015). Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners. Journal of Education and Training Studies, 4(3), 87–96. https://doi.org/10.11114/jets.v4i3.1223
• Bernardini, S. (2002). Exploring new directions for discovery learning. In B. Kettemann & G.Marko (Eds.), Teaching and learning by doing corpus analysis. Proceedings from the Fourth International Conference on Teaching and Language Corpora, Graz 19-24 July, 2000 (pp.165-182). Amsterdam: Rodopi.
• Bernardini, S. (2004). Corpora in the classroom: An overview and some reflections on futuredevelopments. In J.McH. Sinclair (Ed.), How to use corpora in language teaching (pp.15-36).Amsterdam: Benjamins.
• Boulton, A., & Cobb, T. (2017). Corpus Use in Language Learning: A Meta-Analysis. Language Learning, 67(2), 348–393. https://doi.org/10.1111/lang.12224
• Chambers, A. (2005). Integrating Corpus Consultation in Language Studies. Language Learning & Technology, 9(2), 111–125.
• Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The
• Cambridge Handbook of English Corpus Linguistics (pp. 478–497). Cambridge University Press.
• Fligelstone, S. (1993). Some reflections on teaching from a corpus linguistics perspective. ICAME Journal. 17, 97-109.
• Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 282, 130–144. doi:10.1080/09588221.2013.8039827
• Geluso, J., & Yamaguchi, A. (2014). Discovering formulaic language through data-driven learning: Student attitudes and efficacy. ReCALL, 26(2), 225–242. https://doi.org/10.1017/S0958344014000044
• Gilquin, G., & Granger, S. (2010). How can DDL be used in language teaching? In A. O’Keeffe & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 359-369). London, England: Routledge.
• Granger, S. (2021). Phraseology, corpora and L2 research. In Perspectives on the L2 Phrasicon: The View from Learner Corpora (pp. 3–22). Channel View Publications. https://doi.org/10.21832/9781788924863-002
• Johns, T. (1991). Should you be persuaded: Two examples of data driven learning. In T.Johns & P. King (Eds.), Classroom concordancing. ELR Journal 4 (pp. 1-16). Birmingham:University of Birmingham
• Kennedy, C., & Miceli, T. (2001). an Evaluation of Intermediate Students’ Approaches To Corpus Investigation. Language Learning & Technology, 5(September), 77–90. http://llt.msu.edu/vol5num3/kennedymiceli/
• Kennedy, C., & Miceli, T. (2010). CORPUS-ASSISTED CREATIVE WRITING: INTRODUCING INTERMEDIATE ITALIAN LEARNERS TO A CORPUS AS A REFERENCE RESOURCE (Vol. 14, Issue 1). http://llt.msu.edu/vol14num1/kennedymiceli.pdf
• Leech, G. (1997). 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.
• Milton, J. (2013). Measuring the contribution of vocabulary knowledge to profciency in the four skills, in Bardel, C., Lindqvist, C. & Laufer, B. (eds.), L2 Vocabulary Acquisition, Knowledge and Use: New Perspectives on Assessment and Corpus Analysis. Eurosla Monograph Series 2. Amsterdam: Eurosla. 57–78.
• Mizumoto, A., & Chujo, K. (n.d.). A Meta-analysis of Data-driven Learning Approach in the Japanese EFL Classroom URL 「論文」A Meta-analysis of Data-driven Learning Approach in the Japanese EFL Classroom 1. http://hdl.handle.net/10112/13009
• Mukherjee, J. (2002): Korpuslinguistik und Englischunterricht: Eine Einführung. Frankfurt am Main: Peter Lang.
• Pérez-Paredes, P., & Cantos-Gomez, P. (2004). Some Lessons Students Learn: Self-discovery and Corpora (pp. 247–257). https://doi.org/10.1075/scl.17.18per
• Poole, R. (2012). Concordance-based glosses for academic vocabulary acquisition. CALICO Journal, 29(4), 679–693.
• Römer, U. (2011). Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 31, 205–225. https://doi.org/10.1017/S0267190511000055
• Sripicharn, P. (2010). How can we prepare learners for using language corpora? In A.O'Keeffe & M.McCarthy (Eds.), The Routledge Handbook of Corpus Linguistics (pp. 371- 384). Abingdon/New York: Routledge
• Uchihara, T., & Saito, K. (2019). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47, 64 – 75.
• Vannestal, M.E. and Lindquist, H., (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 3 (329-350). doi:10.1017/S0958344007000638
• Wang, X., & Hao, T. (2017). Designing interactive exercises for corpus-based English learning with Hot Potatoes software. In Emerging Technologies for Education: Second International Symposium, SETE 2017, Held in Conjunction with ICWL 2017, Cape Town, South Africa, September 20–22, 2017, Revised Selected Papers 2 (pp. 485-494). Springer International Publishing.
• Yoon, S. (2020). The Learner Corpora of Spoken English: What Has Been Done and What Should Be Done? Lanaguage Research, 56(1), 29–51. https://doi.org/10.30961/lr.2020.56.1.29
• Ziegler, N., & Mackey, A. (2017). Interactional feedback in synchronous computer-m ediated communication: A review of the state of the art. Corrective feedback in second language teaching and learning, 80-94.