Abstract
Tim John’s Data-Driven Learning (DDL) is further developed as Pedagogic Processing of Corpora (PPC) in classroom language teaching. In this study, a group of ESL learners (the Experimental Group) acquire vocabulary by being exposed to a large quantity of teacher-edited language materials from the corpora. In this implementation, a free-of-charge online vocabulary inquiry system, which is user-friendly for teachers even whom are without any know-how of corpus linguistics, is applied. Another group of ESL learners (the Control Group) are taught by the conventional method. The collected data from these two groups is assessed to evaluate the new method’s effects on learners’ medium-term language awareness enhancement. The empirical evidence of medium-term effects of PPC is beneficial for making its inroad to the mainstream of pedagogy.
Highlights
The pedagogical values of corpus for English Language Teaching (ELT) have been widely acknowledged and exploited, e.g., the three groundbreaking works: Sinclair’s (1987, 1991) work with COBUILD; Johns’ (1986, 1991) Data-Driven Learning (DDL); and Mindt’s (1981) empirical grammar research
This paper reports on a simple experiment designed to test whether Pedagogic Processing of Corpora (PPC) leads to medium-term benefits in language awareness enhancement
The application of the online query system Just-the-Word facilitates teachers with no background in corpus linguistics to implement PPC successfully in their vocabulary teaching. This is vital for PPC to find its inroad in the mainstream if pedagogy
Summary
The pedagogical values of corpus for English Language Teaching (ELT) have been widely acknowledged and exploited, e.g., the three groundbreaking works: Sinclair’s (1987, 1991) work with COBUILD; Johns’ (1986, 1991) Data-Driven Learning (DDL); and Mindt’s (1981) empirical grammar research. DDL, further evolved as Pedagogic Processing of Corpus (PPC), is the subject of this research paper. The empirical evidence of medium-term effects of corpus-based lexical teaching is beneficial for it to become a mainstream pedagogy. This paper aims to design a new corpus-based teaching approach to resolving some already known vocabulary teaching and acquisition difficulties commonly experienced by ESL teachers and learners; such as collocation, colligation, and semantic meaning; so as to raise learners’ language awareness in the Chinese context. The collected data is analyzed to evaluate the new method’s effects on learners in terms of language awareness enhancement
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