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The Effect of Data-driven Learning on EFL Students’ Acquisition of Lexico-grammatical Patterns in EFL Writing

Yıl 2017, , 75 - 88, 25.09.2017
https://doi.org/10.32601/ejal.460966

Öz








The present study investigated whether and to what extent data-driven learning (DDL) can improve the lexico-
grammatical use of abstract nouns in L2 writing. A corpus composed of 40 graded readers was compiled to make the
learners do concordance learning activities, and 30 Turkish English as a Foreign Language (EFL) students at Gazi
University School of Foreign Languages were assigned to a control group or an experimental group. At the prewriting
stage, both the control group and the experimental group were given a list of ten abstract nouns and wrote stories
without using dictionaries. Then, the errors they made while writing were underlined. While the experimental group
was taught how to use a concordancing tool and studied on concordance lines from the corpus of graded readers to
correct their errors, the control group just had dictionaries to consult and worked on their errors. Afterwards, both
groups wrote their second stories using the same words given in the pre-test. The texts written in the pre-test and
post-test were analysed and compared between groups. The results indicated that the experimental group, as
compared with the control group, used a greater variety of collocational and colligational patterns and had fewer
linguistic errors while using the abstract nouns. Finally, a questionnaire was administered to the experimental group
and the results obtained from it showed that students were very positive about the use of DDL and concordance
activities. Also, they were willing to use DDL activities in the future. 




Kaynakça

  • Astika, G. (1993). Analytical assessments of foreign language students‟ writing. RELC Journal 24, 61–71.
  • Boulton, A. (2009). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1): 37–54.
  • Charles, M. (2012). „Proper vocabulary and juicy collocations‟: EAP students evaluate do-it- yourself corpus-building. English for Specific Purposes, 31, 93–102
  • Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16, 129–147.
  • Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System 32 (3), 301–319.
  • Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2), 163–183.
  • Johns, T., & King, P. (1991). Classroom concordancing. English Language Research Journal, 4, 47–63.
  • Kamariah Y., & Awab, S. (2014). The impact of data-driven learning instruction on Malaysian law undergraduates' colligational competence, Kajian Malaysia, 32(1), 79–109
  • Liu, D., & Jiang, P. (2009). Using a corpus-based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. Modern Language Journal, 93(i), 61–78.
  • Mizumoto, A., Chujo, K., & Yokota, K. (2016). Development of a scale to measure learners‟ perceived preferences and benefits of data-driven learning. ReCALL, 28(2), 227–246.
  • Mizumoto, A., & Chujo, K. (2016). Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles. System, 61, 55–64.
  • O‟Sullivan, Í., & Chambers, A. (2006). Learners‟ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15(1): 49–68.
  • Römer, U. (2008). Corpora and language teaching. In A. Lüdeling, & M. Kyto (Eds.), Corpus linguistics: An international handbook (Vol. 1) (pp. 112-130), Berlin: Mouton de Gruyter.
  • Sun, Y.-C. (2007). Learner perceptions of a concordancing tool for academic writing. Computer Assisted Language Learning, 20(4), 323–343
  • Thurstun, J., & Candlin, C. (1997). Exploring academic English: A workbook for student essay writing. Sydney: NCELTR.
  • Todd, R. (2001). Induction from self-selected concordances and self-correction. System 29(1), 91–102.
  • Tono,Y., Satake, Y., & Miura, A. (2013). The effects of using corpora on revision tasks in L2 writing with coded error feedback. ReCALL, 26(2), 147–162.
  • Ucar, S., & Yükselir, C. (2015). The effect of corpus-based activities on verb-noun collocations in EFL classes. Turkish Online Journal of Educational Technology - TOJET, 14 (2), 195- 205.
  • Varley, S. (2009). I‟ll just look that up in the concordancer: Integrating corpus consultation into the language learning environment. Computer Assisted Language Learning, 22(2), 133–152.
  • Vyatkina, N. (2016). Data-driven learning of collocations: learner performance, proficiency, and perceptions, Language Learning & Technology, 20(3), 159–179.
  • Walters, J., & Wolf, Y. (1996). Language awareness in non-native writers: metalinguistic judgements of need for revision. Language Awareness, 5 (1), 3–25.
  • Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257–283.
  • Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students‟ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96–117.
Yıl 2017, , 75 - 88, 25.09.2017
https://doi.org/10.32601/ejal.460966

Öz

Kaynakça

  • Astika, G. (1993). Analytical assessments of foreign language students‟ writing. RELC Journal 24, 61–71.
  • Boulton, A. (2009). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1): 37–54.
  • Charles, M. (2012). „Proper vocabulary and juicy collocations‟: EAP students evaluate do-it- yourself corpus-building. English for Specific Purposes, 31, 93–102
  • Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16, 129–147.
  • Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System 32 (3), 301–319.
  • Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2), 163–183.
  • Johns, T., & King, P. (1991). Classroom concordancing. English Language Research Journal, 4, 47–63.
  • Kamariah Y., & Awab, S. (2014). The impact of data-driven learning instruction on Malaysian law undergraduates' colligational competence, Kajian Malaysia, 32(1), 79–109
  • Liu, D., & Jiang, P. (2009). Using a corpus-based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. Modern Language Journal, 93(i), 61–78.
  • Mizumoto, A., Chujo, K., & Yokota, K. (2016). Development of a scale to measure learners‟ perceived preferences and benefits of data-driven learning. ReCALL, 28(2), 227–246.
  • Mizumoto, A., & Chujo, K. (2016). Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles. System, 61, 55–64.
  • O‟Sullivan, Í., & Chambers, A. (2006). Learners‟ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15(1): 49–68.
  • Römer, U. (2008). Corpora and language teaching. In A. Lüdeling, & M. Kyto (Eds.), Corpus linguistics: An international handbook (Vol. 1) (pp. 112-130), Berlin: Mouton de Gruyter.
  • Sun, Y.-C. (2007). Learner perceptions of a concordancing tool for academic writing. Computer Assisted Language Learning, 20(4), 323–343
  • Thurstun, J., & Candlin, C. (1997). Exploring academic English: A workbook for student essay writing. Sydney: NCELTR.
  • Todd, R. (2001). Induction from self-selected concordances and self-correction. System 29(1), 91–102.
  • Tono,Y., Satake, Y., & Miura, A. (2013). The effects of using corpora on revision tasks in L2 writing with coded error feedback. ReCALL, 26(2), 147–162.
  • Ucar, S., & Yükselir, C. (2015). The effect of corpus-based activities on verb-noun collocations in EFL classes. Turkish Online Journal of Educational Technology - TOJET, 14 (2), 195- 205.
  • Varley, S. (2009). I‟ll just look that up in the concordancer: Integrating corpus consultation into the language learning environment. Computer Assisted Language Learning, 22(2), 133–152.
  • Vyatkina, N. (2016). Data-driven learning of collocations: learner performance, proficiency, and perceptions, Language Learning & Technology, 20(3), 159–179.
  • Walters, J., & Wolf, Y. (1996). Language awareness in non-native writers: metalinguistic judgements of need for revision. Language Awareness, 5 (1), 3–25.
  • Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257–283.
  • Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students‟ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96–117.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Maide Yılmaz

Yayımlanma Tarihi 25 Eylül 2017
Yayımlandığı Sayı Yıl 2017

Kaynak Göster

APA Yılmaz, M. (2017). The Effect of Data-driven Learning on EFL Students’ Acquisition of Lexico-grammatical Patterns in EFL Writing. Eurasian Journal of Applied Linguistics, 3(2), 75-88. https://doi.org/10.32601/ejal.460966