Verstecken
Alle zeigen
Diesen Artikel per E-Mail versenden Lerntransfer durch korpusgestützten Unterricht
Abstract
Der Beitrag enthält das Abstract ausschließlich in englischer Sprache.
The purpose of this study is to examine learning transfer in corpus-aided instruction. Fifty second language college students in writing classes participated in this study. Corpus research and qualitative research were employed to navigate the students’ learning transfer. Findings show that corpus-aided instruction has some potential to increase multilingual learners’ writing skills. This study will be of interest and value to scholars and teachers working in areas such as corpus linguistics, English for Academic Purposes (EAP), and second language writing, providing pedagogical implications for language educators and teachers. This study would also help ESL/EFL educators and teachers improve awareness of lexicogrammar along with the knowledge and information of corpus linguistics. It is hoped that language teachers and educators can build corpus literacy (i.e., the ability to use the technology of corpus linguistics for language development) to support their multilingual learners to develop 21st-century skills. Based on the preliminary findings, suggestions and implications are discussed.
Schlagworte
Volltext:
PDF (English)Literaturhinweise
Biber, D., Gray, B., & Poonpon, K. (2013). Pay attention to the phrasal structures: Going beyond T-units-A response to Weiwei Yang. TESOL Quarterly, 47(1), 192–201.
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Pearson.
Byrd, P., & Coxhead, A. (2010). On the other hand: Lexical bundles in academic writing and in the teaching of EAP. University of Sydney Papers in TESOL, 5, 31–64.
Charmaz, K. (2014). Constructing grounded theory. Sage.
Corbin, J., & Strauss, A. (2008). Analyzing data for concepts. In A. Strauss, & J. Corbin (3rd ed.), Basics of qualitative research: Techniques and procedures for developing grounded theory (pp. 159–194). Sage. https://doi.org/10.4135/9781452230153.n8
Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23, 397–423.
Cortes, V. (2013). The purpose of this study is to: Connecting lexical bundles and moves in research article introductions. Journal of English for Academic Purposes, 12, 33–43.
Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16(3), 129–147.
D’Angelo, L. (2012). From posters to e-posters: The evolution of a genre. In C. Ciarlo, & D. S. Giannoni (Eds.), Language studies working papers (Vol. 3, pp. 46–54). University of Reading: School of Literature and Language.
DePalma, M., & Ringer, J. (2014). Adaptive transfer, writing across the curriculum, and second language writing: Implications for research and teaching. In T. M. Zawacki, & M. Cox (Eds.), WAC and second language writers: Research towards linguistically and culturally inclusive programs and practices (pp. 43–67). The WAC Clearinghouse/Parlor Press.
Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics 14(3), 393–417. https://doi.org/10.1075/ijcl.14.3.05flo
Gavioli, L. (2009). Corpus analysis and the achievement of learner autonomy in interaction. In L. Lombardo (Ed.), Using corpora to learn about language and discourse (pp. 39–71). Peter Lang Verlag.
Granger, S. (1998). Prefabricated patterns in advanced EFL writing: Collocations and formulae. In A. Cowie (Ed.), Phraseology: Theory, analysis, and applications (pp. 145–160). 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 learn-er corpora, second language acquisition and foreign language teaching (pp. 3–33). John Benjamins.
Halliday, M. A. K. (2004). Introduction: How big is a language? On the power of language. In J. J. Webster (Ed.), The Language of Science (Vol. 5, pp. xi-xxiv). Continuum.
Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar (3rd ed.). Arnold.
Hirvela, A., Hyland, K., & Manchόn, R. M. (2016). Dimensions in L2 writing theory and research: Learning to write and writing to learn. In R. M. Manchόn & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 45–63). De Gruyter.
Huang, K. (2015). More does not mean better: Frequency and accuracy analysis of lexical bundles in Chinese EFL learners' essay writing. System, 53, 13–23.
Hyland, K. (2012). Bundles in academic discourse. Annual Review of Applied Linguistics, 32, 150–169.
James, M. A. (2010). An investigation of learning transfer in English-for-general-academic-purposes writing instruction. Journal of Second Language Writing, 19, 183–206.
Johns, T. (1994). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Odlin (Ed.), Perspectives on pedagogical grammar (pp. 27–45). Cambridge University Press.
Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles. English for Specific Purposes, 24, 269–292.
Leki, I., & Carson, J. G. (1997). “Completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31, 39–69.
Liu, D., & Jiang, P. (2009). Using a corpus-based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. The Modern Language Journal, 93(1), 61–78.
McCarthy, M. (2008). Accessing and interpreting corpus information in the teacher education context. Language Teaching, 41(4), 563–574. https://doi.org/10.1017/S0261444808005247
O’Keeffe, A., & Farr F. (2003). Using language corpora in language teacher education: pedagogic, linguistic and cultural insights. TESOL Quarterly, 37(3), 389–418.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nelms, G., & Dively, R. L. (2007). Perceived roadblocks to transferring knowledge from first-year composition to writing-intensive major courses: A pilot study. Writing Program Administration, 31(1-2), 214–240.
Pan, F., Reppen, R., & Biber, D. (2016). Comparing patterns of L1 versus L2 English academic professionals: Lexical bundles in telecommunications research journals. Journal of English for Academic Purposes, 21, 60–71.
Perkins, D. N., & Salomon, G. (1992). Transfer of learning. In T. Husen, & T. N. Postelthwaite (Eds.), The International Encyclopedia of Education (2nd ed.), (pp. 425–441). Pergamon.
Römer, U. (2009). English in academia: Does nativeness matter? International Journal of English Studies, 20(2), 89–100.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
Silva, T., & Leki, I. (2004). Family matters: The influence of applied linguistics and composition studies on second language writing studies: Past, present, and future. The Modern Language Journal, 88(1), 1–13.
Simpson-Vlach, R., & Ellis, N. C. (2010). An academic formulas list: New methods in phraseology research. Applied Linguistics, 31(4), 487–512.
Sinclair, J. (2004). How to use corpora in language teaching. John Benjamins.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
Swales, J. M. (2019). The futures of EAP genre studies: A personal viewpoint. Journal of English for Academic Purposes, 38, 75–82. https://doi.org/10.1016/j.jeap.2019.01.003
DOI: http://dx.doi.org/10.17951/lsmll.2023.47.3.69-80
Date of publication: 2023-11-08 11:50:19
Date of submission: 2022-11-28 04:35:59
Statistiken
Indikatoren
Refbacks
- Im Moment gibt es keine Refbacks
Copyright (c) 2023 Eunjeong Park
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.