TY  - BOOK
AU  - Pérez-Paredes,Pascual
AU  - Mark,Geraldine
TI  - Beyond Concordance Lines: Corpora in Language Education
T2  - Studies in Corpus Linguistics Series
SN  - 9789027258496
AV  - P128.C68 B496 2021 
U1  - 410.188071 
PY  - 2021///
CY  - Amsterdam/Philadelphia
PB  - John Benjamins Publishing Company
KW  - Language and languages-Study and teaching-Congresses
KW  - Language and languages-Computer-assisted instruction-Congresses
KW  - Corpora (Linguistics)-Data processing-Congresses
KW  - Computational linguistics-Congresses
KW  - Electronic books
N1  - Intro -- Beyond Concordance Lines -- Editorial page -- Title page -- Copyright page -- Dedication page -- Table of contents -- Acknowledgements -- Introduction -- Reflecting on theory and practice -- Learner language research: Classroom implications -- DDL in the classroom and in corpus applications -- References -- Chapter 1. Research in data-driven learning -- Data-driven learning -- Criticisms of DDL: Theoretical and empirical support -- Surveys of DDL -- Methodology -- Results and discussion -- Publication sources -- Language and geography -- Demographics -- Aims, corpora and tools -- Design -- Discussion and conclusion -- References -- Chapter 2. Data-driven learning, theories of learning and second language acquisition: In search of intersections -- Introduction -- Theoretical positions and motifs in DDL -- Second language acquisition and DDL -- UB-based micro-insights into patterns of learning and how this might inform DDL -- Conclusion -- References -- Chapter 3. Looking back on 25 years of TaLC: In conversation with Profs Mike McCarthy and Tony McEnery -- Introduction and background -- Use of linguistic knowledge, directly and indirectly in the language classroom -- Perspectives on terminology -- Learners bring implicit linguistic experience and use -- Learning contexts, cultural trends, methodologies and legacies -- The role and relevance of corpus linguistics and frequency in current pedagogies -- Frequency as arbitrator -- Bridging the gap between corpus linguistics and second language acquisition -- Challenges of looking beyond the immediately discoverable -- Looking to the future for discovery and insight -- Overcoming barriers to DDL: New skills, context and personalisation -- References -- Chapter 4. L2 development of -ing clauses: A longitudinal study of Norwegian learners -- Introduction -- -ing clauses; Second language acquisition and use of -ing clauses -- English -ing clauses and Norwegian present participle clauses compared -- Research questions -- Material and method -- Findings -- Developmental stages -- Individual differences -- Cross-linguistic influence -- Conclusion -- References -- Chapter 5. Collocations in learner English: A true-longitudinal perspective -- Introduction -- The data -- Methodology -- Results -- Discussion and implications for the classroom -- Acknowledgements -- References -- Chapter 6. Profiling learners through pragmatically and error annotated corpora -- Introduction -- Methods -- Data preparation -- Annotation and extraction -- Types of annotation -- The feature tagset -- The DART speech-act taxonomy -- Results and discussion -- Syntactic unit type frequencies -- Speech acts corresponding to DMs and yes-units -- Error distributions and characteristics -- Lexical infelicities -- Specifier errors -- Conclusion -- References -- Chapter 7. Exploring the impact of data-driven learning in extensive reading -- Introduction -- Key concepts and approaches -- Data-driven learning -- Extensive reading -- Pairing DDL with ER -- A mixed methods approach -- Background of the study -- Setting -- Participants -- Materials -- Methodology -- Analysis -- Stage one (Hadley and Charles, 2017) -- Stage two (Hadley and Hadley, 2018) -- Stage three -- Discussion -- Conclusion -- Funding -- References -- Appendix 1. -- Chapter 8. Data-driven learning: Using #LancsBox in academic collocation learning -- Introduction -- Academic collocations -- Collocations for L2 learners -- Teaching collocations -- DDL and collocation learning -- Rationale and research aims -- Research design -- Participants -- Corpus-based tools -- Procedure -- Results; RQ1: Do Chinese learners of English improve their academic collocation knowledge through DDL compared with the use of a corpus-based dictionary? -- RQ2: Learners' perceptions of using DDL and the use of a corpus-based dictionary for collocation learning -- Discussion -- Conclusion -- Acknowledgements -- References -- Appendix. Collocation test -- Chapter 9. Scoledit: A tool to analyse learner writing and better understand the challenges of language education -- Context -- The Scoledit project -- Corpus design -- Specific tools for processing -- Description of the longitudinal corpus -- Grammatical categories -- Breakdown of error categories -- Breakdown of errors by grammatical category -- Observation of verbal morphology -- Breakdown of verb tenses -- Error breakdown -- Distinction of errors in the stem and the inflection -- Teaching recommendations on verbal tenses -- Hyposegmentation and hypersegmentation -- Elision, a frequent factor in hyposegmentation -- Hyposegmentation: The case of reflexive verbs -- A particular hyposegmentation issue: The alternation of la/'l'a' -- Teaching recommendations on word segmentation -- Conclusion -- References -- Chapter 10. CEFR-J × 28: Corpus-based multilingual pedagogical resources and e-learning systems for 28 languages -- Introduction -- The CEFR-J project -- Survey of standards and learning objectives (2004-2007) -- The construction of the CEFR-J (2008-2011) -- Reference level descriptions for the CEFR-J (2012-2015) -- CEFR-J wordlist -- CEFR-J can-do descriptor database -- CEFR-J grammar profile -- CEFR-J text profile -- Applying the CEFR-J resources to multilingual education -- Designing a workbench for multilingual pedagogical resource construction -- Semi-automated construction of the CEFR-J × 28 Wordlists -- Creating can-do phrase lists for the CEFR-J × 28 -- Developing CEFR-J × 28 e-learning tools; The CEFR-J × 28 flash card vocab builder -- The CEFR-J × 28 can-do sentence builder -- The can-do task-based spoken/written corpus collection tool -- Conclusions and implications for future research -- References -- Index -- Blank Page
N2  - In over 30 years of data-driven learning (DDL) research, there has been a growing sophistication in the ways we collect, analyse and put data to use. This volume takes a three-fold perspective on DDL
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6804710
ER  -