The Influence of Data-Driven Exercises Through Using a Computer Program on Vocabulary Improvement in an EFL Context
محورهای موضوعی : Research PaperTouraj Talaei 1 , Zahra Fotovatnia 2
1 - Language Institute, Borujerd, Iran
2 - Assistant Prof., Islamic Azad University, Najafabad Branch
کلید واژه: : Linguistic corpus, Computer Assisted Language Learning (CALL), Data-Driven Learning (DDL),
چکیده مقاله :
The present study was conducted to evaluate data driven learning (DDL) combined with Computer Assisted Language Learning (CALL) as an approach to improving vocabulary knowledge of Iranian postgraduates majoring in teaching English, English literature and translation. The purpose was to help language learners get familiar with DDL as a student-centered method taking advantage of a computer program for enhancing the knowledge of vocabulary. This research paper analyzed the efficiency of DDL from different angles including the participants' ability to remember the word meanings and make meaningful and grammatical sentences after doing DDL exercises using the Microsoft Power Point program. The results of the study showed that this technique could significantly enhance the participants' vocabulary knowledge in all the above mentioned aspects. The analysis of the questionnaire given to the participants to elicit their attitudes towards DDL showed that most of them were interested in this technique. The results of this article can be helpful for the language teachers who teach the learners at advanced levels of language proficiency and advanced students who would like to learn new items of vocabulary on their own.
Allum, P. (2002). CALL and the classroom: the case for comparative research. ReCALL, 14 (1), 146-166.
Ayres, R.(2002). Learner attitudes towards the use of CALL. Computer assisted language learning, 15 (3), 241-249.
Barlow, Michael (1996), Corpora for Theory and Practice. International Journal of Corpus Linguistics 1(1), 1-37.
Bernardini, S. (2002). Exploring new directions for discovery learning. In B. Kettemann &G. Marko (Eds.), Teaching and learning by doing corpus analysis (pp.165-182). Amsterdam, NewYork: Rodopi.
Braun, S.(2005). From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17(1), 47-64.
Finkbeiner, C. (2001). One and all in CALL? Learner-moderator-researcher. Computer assisted language learning, 14 (3-4), 339-361.
Fligelstone, S. (1993). Some reflections on the question of teaching, from a corpus linguistics perspective. ICAME Journal 17, 97-109.
Fox, G. (1998) Using corpus data in the classroom. In Tomlinson, B. (Ed.), (1998) Materials Development in Language Teaching (pp. 25-43). Cambridge: Cambridge University Press.
Johns, T (1997), Contexts: The Background, Development and Trialling of a Concordance-based CALL Program. In A. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and language corpora (pp. 100-115). London: Longman.
Johns, T. (2002). Data-driven learning: The perpetual challenge. In B. Kettemann & G.
Marko (Eds.), Teaching and learning by doing corpus analysis (pp. 107-117).
Kettemann, B. (1995) On the use of concordancing in ELT. TELL&CALL 4, 4-15.
Mukherjee, J. (2004). Bridging the gap between applied corpus linguistics and the reality of English language teaching in Germany. In U. Connor & T. Upton (Eds.), Applied corpus linguistics: A multidimensional perspective (pp. 239-250). Amsterdam, NewYork: Rodopi
Nagy, W. & Herman, P. (1985). Incidental versus instructional approaches to increasing reading vocabulary. Educational perspectives, 23, 16-21.
Richards, J.C & Schmidt, R (2002). Longman dictionary of language teaching and applied linguistics. London, Pearson Education.
Schmitt, N. (Eds.). (2002). An introduction to applied linguistics. New York, Oxford University Press.
Seidlhofer, B. (2002). Pedagogy and local learner corpora: Working with learning-driven data. In S. Granger, J. Hung & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 213-234). Amsterdam, Philadel-phia: John Benjamins.
Shaw, G., & Marlow, N. (1999). The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning. Computers & education, 33, 223-234.
Stevens, V. (1995) Concordancing with language learners: Why? When? What? CAELL Journal vol. 6 no. 2 pp. 2-10.
Tribble, C. (1997) Improvising corpora for ELT: Quick and dirty ways of developing corpora for language teaching. Available at: http://web.bham.ac.uk/johnstf/ palc.htm.
Tribble, C. (2000). Practical uses for language corpora in ELT. In P. Brett & G. Motteram (Eds.), A special interest in computers (pp. 31-41). Whistable, Kent: IATFEL.
Watson Todd, R. (2001). Building and using your own corpus and concordance. ThaiTESOL buletin vol. 14 no. 2.
Wichmann, A. (1995) Using concordances for the teaching of modern languages in higher education. Language Learning Journal no. 11 pp. 61-63.
Woolard, G. (2000) Collocation - encouraging learner independence. In Lewis, M. (Eds.), Teaching Collocation: Further Developments in the Lexical Approach. pp. 28-46. Hove: Language Teaching Publications.
