THE INTEGRATION OF CORPUS INTO EFL SPEAKING INSTRUCTION: A STUDY OF LEARNER PERCEPTIONS
AbstractRecent years have shown a growing interest in using corpora in language instruction, enhancing data-driven learning (DDL) pedagogy by promoting the use of tools and techniques of corpus linguistics in language classrooms. Many studies have tested the impact of corpus tools in EFL writing or vocabulary instruction; however, little attention has been paid to the integration of corpus tools into EFL speaking instruction. This paper describes a small-scale study of corpus use in enhancing English speaking performance of EFL learners with a focus on their perceptions towards web-based concordancing. Drawn in accordance with convenience sampling procedures, the participants of the study were 31 university level EFL learners who experienced DDL activities in the speaking classroom. Data collected through a post-instruction perception questionnaire were analysed using descriptive statistics. Results indicated that students benefited from concordance based learning activities, and also hold positive attitudes towards using it in learning speaking. The findings also point out some challenges to overcome while using web-based concordancing in EFL instruction. Keywords: EFL learners, data-driven learning (DDL), web-based concordancing, learner perceptions, speaking
Biber, D., & Finegan, E. (1988). Adverbial Stance Types in English. Discourse Processes, 11(1), 1–34.
Bernardini, S. (2002) Exploring new directions for discovery learning. In: Kettemann, B. and Marko, G. (eds.) Teaching and Learning by Doing Corpus Analysis. Amsterdam: Rodopi, 165-182.
Boulton, A. (2012). What data for data-driven learning? EuroCALL Review: Proceedings of the EUROCALL 2011 Conference., 20(0), 23–27. Retrieved from http://www.eurocall-languages.org/review/20/papers_20/07_boulton.pdf
Boulton, A. (2009). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1), 37-51.
Brezina, V. (2009). “ We Only Say We Are Certain When We Are Not ”: A Corpus-Based Study of Epistemic Stance *, 41–53.
Cargill, M. & Adams, R. (2005). Learning discipline-specific research English for a world stage: A self-access concordancing tool? In Higher education in a changing world. Proceedings HERDSA Sydney 2005. http://conference.herdsa.org.au/2005/pdf/refereed/paper_202.pdf
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. Cambridge, UK: Cambridge University Press.
Cohen, L., Manion, L., & Morrison K. (2000). Research Methods in Education (5th Edition). London: Routledge Falmer.
De Cock, S. (2010). Spoken learner corpora and EFL teaching. In M. C. Campoy, B. Bellés-Fortuño and M. L. Gea-Valor (Eds.), Corpus-based Approaches to English Language Teaching (pp. 123-137). London: Continuum.
Efstathiadi, L. (2010). The use of epistemic markers as a means of hedging and boosting in the discourse of L1 and L2 speakers of Modern Greek: A corpus-based study in informal letter-writing. Themes in Science and Technology Education: Special Issue on ICT in Language Learning. Computer-Aided Language Analysis, Teaching and Learning: Αpproaches, Perspectives and Applications, 3(1–2), 181–206.
Gabrielatos, C. (2005). Corpora and language teaching: Just a fling or wedding bells? TESL-EJ, 8(4), 1-37.
Geluso, J., & Yamaguchi, A. (2014). Discovering formulaic language through data-driven learning: Student attitudes and efficacy. ReCALL, 26(2), 225–242. http://doi.org/10.1017/S0958344014000044
Girgin, U. (2011). Corpus-Based Activities at Lower Levels of EFL Proficiency: The Effectiveness of Using Concordance Lines on Grammar Learning. (Unpublished masters’ thesis). Bilkent University, Ankara, Turkey.
Hafner, C. A. & Candlin, C. N (2007). Corpus tools as an affordance to learning in professional legal education. Journal of English for Academic Purposes, 6(4), 303-318.
Hunston, S. (2006). Corpus Linguistics. Encyclopedia of Language and Linguistics, (2001), 234–248.
Johns, T., & King, P., (Eds.). (1991). Classroom concordancing. Birmingham: University of Birmingham.
Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials. ELR Journal, 4, 1– 16.
Kärkkäinen, E. (2006). Stance taking in conversation: From subjectivity to intersubjectivity. Text and Talk, 26(6), 699–731. http://doi.org/10.1515/TEXT.2006.029
Leńko-Szymańska, A., & Boulton, A. (2015). Data-driven learning in language pedagogy. In A. Leńko-Szymańska & A. Boulton (Eds.), Multiple Affordances of Language Corpora for Datadriven Learning (pp. 1–15). Amsterdam: John Benjamins Publishing Company.
McCarthy, M. (2004). From Corpus to Course Book. Touchstone From Corpus to Course Book, 1–20.
Leńko-Szymańska, A., & Boulton, A. (2015). Multiple affordances of language corpora for data-driven learning. Amsterdam, Netherlands: John Benjamins.
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. http://doi.org/10.1017/S0958344015000208
Nesselhauf, N. (2005). Corpus linguistics: A practical introduction. Retrieved from http://www.as.uni-heidelberg.de/personen/Nesselhauf.
O’Keeffe, A., McCarthy M. J. ve Carter R. A. (2007). From corpus to classroom. Cambridge: Cambridge University Press.
Römer, U. (2011). Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 31, 205–225. http://doi.org/10.1017/S0267190511000055
Römer, U. (2006). Pedagogical applications of corpora: Some reflections on the current scope and a wish list for future developments. Zeitschrift für Anglistik und Amerikanistik, 54(2), 121-134.
Savran, Z. (2017). A corpus-informed study based on a contrastive analysis of stance markers in learner English: from corpus to classroom. (Unpublished master’s thesis). Fırat University, Elazığ, Turkey.
Walsh, S. (2010). What features of spoken and written corpora can be exploited in creating language teaching materials and syllabuses? In A. O’Keeffe and M. McCarthy (Eds.), The Routledge Handbook of Corpus Linguistics (pp.333-344). Abingdon: Routledge.
Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4), 257–283. http://doi.org/10.1016/j.jslw.2004.06.002