Effects of Data-Driven Teaching on Learning and Retention of English Prepositions by Intermediate Kurdish EFL Learners
محورهای موضوعی : نشریه زبان و ترجمهAhmed__Azeez__Mohammed Ahmed__Azeez__Mohammed 1 , Fatemeh Mirzapour 2 , Nesa Nabifar 3
1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - ِDepartment of English, Sofiyan Branch, Islamic Azad University, Sofiyan, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: Data-Driven learning, Cognitive linguistics, English prepositions, Kurdish learners,
چکیده مقاله :
The aim of the current study was to examine the effectiveness of data-driven learning (DDL) method in helping pre-intermediate Kurdish students in learning six English prepositions, which were in, on, at, to, behind, in front of, between, beside, over and under. The participants of the study were 100 intermediate EFL Kurdish learners aged 18 to 20 from Lebanese French University in Kurdistan, Iraq. The participants were divided into two groups, one experimental and control group (50 in each group). The present research adopted a quantitative research as a quasi-experimental research which was fulfilled in the form of pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The researcher created the pretest and posttest in this study to assess the participants' learning and retention before and after the intervention. The results revealed that DLL method had a greater impact on English preposition learning in comparison with rote learning. Thus, this study has some pedagogical implications for English language teachers in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom.
The aim of the current study was to examine the effectiveness of data-driven learning (DDL) method in helping pre-intermediate Kurdish students in learning six English prepositions, which were in, on, at, to, behind, in front of, between, beside, over and under. The participants of the study were 100 intermediate EFL Kurdish learners aged 18 to 20 from Lebanese French University in Kurdistan, Iraq. The participants were divided into two groups, one experimental and control group (50 in each group). The present research adopted a quantitative research as a quasi-experimental research which was fulfilled in the form of pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The researcher created the pretest and posttest in this study to assess the participants' learning and retention before and after the intervention. The results revealed that DLL method had a greater impact on English preposition learning in comparison with rote learning. Thus, this study has some pedagogical implications for English language teachers in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom.
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Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education, 4(1), 1283876.
Boers, F. (2000). Metaphor awareness and vocabulary retention. Applied linguistics, 21(4), 553-571.
Boers, F., & Demecheleer, M. (2001). Measuring the impact of cross-cultural differences on learners' comprehension of imageable idioms. ELT journal, 55(3), 255-262.
Boers, F., Demecheleer, M., & Eyckmans, J. (2004). Etymological elaboration as a strategy for learning idioms. Vocabulary in a second language: Selection, acquisition and testing, 53-78.
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[Record #2382 is using a reference type undefined in this output style.]
Braun, S. (2007). Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(3), 307-328.
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Cowan, R. (2008). The teacher's grammar of English with answers: A course book and reference guide. Cambridge University Press.
Csábi, S. (2004). A cognitive linguistic view of polysemy in English and its implications for teaching. Cognitive linguistics, second language acquisition, and foreign language teaching, 233, 256.
Evans, V., Bergen, B. K., & Zinken, J. (2007). The cognitive linguistics enterprise: An overview. Equinox.
Flowerdew, J. (2012). Discourse in English language education. Routledge.
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Hashim, R. (1996). Educational dualism in Malaysia: Implications for theory and practice. Oxford University Press Oxford.
Inezan, F. Z., & Najim, Z. T. (2010). Problems and common mistakes on prepositions of place at, in, and on. Journal of the College of Basic Education, 16(64), 87-104.
Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials (Vol. 4). na.
Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students' approaches to corpus investigation.
Kilimci, A. (2017). Integrating cognitive linguistics insights into data-driven learning: teaching vertical prepositions. Journal of Language and Linguistic Studies, 13(2), 681-719.
Lin, M. H. (2021). Effects of data-driven learning on college students of different grammar proficiencies: A preliminary empirical assessment in EFL classes. SAGE Open, 11(3), 21582440211029936.
Luo, Q. (2016). The effects of data-driven learning activities on EFL learners’ writing development. SpringerPlus, 5, 1-13.
Luo, Q., & Zhou, J. (2017). Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies. International Journal of Emerging Technologies in Learning, 12(3).
Maniam, M., Samuel, S. J., Madya, S., & Assaiqeli, A. (2021). The influence of L1 (Tamil language) in the writing of L2. PSYCHOLOGY AND EDUCATION, 58(2), 1875-1884.
Mishan, F. (2004). Authenticating corpora for language learning: a problem and its resolution. ELT journal, 58(3), 219-227.
[Record #96 is using a reference type undefined in this output style.]
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