Buch, Englisch, 210 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 304 g
The Case of Data-Driven Learning of German
Buch, Englisch, 210 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 304 g
Reihe: Routledge Applied Corpus Linguistics
ISBN: 978-1-032-12218-2
Verlag: Taylor & Francis Ltd (Sales)
Corpus Applications in Language Teaching and Research: The Case of Data-Driven Learning of German provides a historical overview of corpus applications in language teaching with a focus on German. The book identifies challenges in using corpus applications and data-driven learning (DDL) research for Languages Other Than English (LOTEs) and addresses these challenges through various approaches. Overall, this book:
- surveys corpus applications for teaching and learning German, highlighting the growth of the L2 German DDL field and identifying trends in integrating DDL into pedagogical practice;
- presents empirical research on the effectiveness of DDL applications for teaching and learning German in comparison with research on English and other LOTEs, emphasizing the need for expanding the scope of DDL research to include more languages, skills, and study types;
- compares teaching interventions for L2 collocations in the fields of Instructed Second Language Acquisition (ISLA) and DDL, highlighting methodological differences between the two paradigms and proposing a combined ISLA/DDL framework to bridge the disconnect;
- showcases a successful DDL intervention that resulted in significant learning gains in German collocation knowledge, filling a gap in DDL research;
- proposes an Open Educational Resource (OER) for teaching and learning German, incorporating open access corpora, learner-fit criteria, new tools and technology, and usage-based learning principles;
- examines the current difficulties encountered by the DDL field and highlights potential directions for future research and pedagogical approaches.
This book offers insights and resources for researchers, language teaching practitioners, and students interested in corpus-based learning and teaching methods. While the focus is on teaching German to English-speaking students, the book's findings have broader applicability to language teaching and learning in different contexts.
Zielgruppe
Postgraduate and Undergraduate Advanced
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
List of Figures
List of Tables
Foreword
Acknowledgments
1 Introduction
1.1 Corpora in language teaching and learning
1.2 Current challenges and emerging solutions
1.2.1 The English–LOTEs divide
1.2.2 The DDL–ISLA research divide
1.2.3 The research–pedagogy divide
1.3 Scope of the book and chapter summaries
References
2 Corpus Applications in L2 German Teaching
2.1 Indirect corpus applications
2.1.1 Historical background
2.1.2 Indirect corpus applications for German
2.2 Direct corpus applications for German
2.2.1 Historical background
2.2.2 Period I: 1974–2000
2.2.3 Period II: 2001–2010
2.2.4 Period III: 2011–2020
2.3 Chapter summary
References
3 Empirical studies on the effectiveness of DDL for German
3.1 Background
3.2 Method
3.3 Narrative review
3.3.1 Period I: 1997–2003
3.3.2 Period II: 2004–2007
3.3.3 Period III: 2008–2011
3.3.4 Period IV: 2012–2015
3.3.5 Period V: 2016–2019
3.4 Comparative methodological synthesis of studies on DDL for German, other LOTEs, and English
3.4.1 Publication
3.4.2 Population
3.4.3 Treatment
3.4.4 Design
3.5 Chapter summary
References
4 Comparative methodological synthesis of ISLA and DDL research on L2 collocations
4.1 Background
4.1.1 Existing and missing connections between DDL and SLA
4.1.2 Multiword items in ISLA and DDL vocabulary research
4.2 Study design
4.2.1 Research question
4.2.2 Article database
4.2.3 Method
4.3 Data analysis: procedures and results
4.3.1 Manual analysis
4.3.2 Automated analysis
4.4 Chapter summary
References
5 DDL effectiveness for the improvement of the L2 vocabulary knowledge: The case of German verb–noun collocations
5.1 Background
5.1.1 Collocations and L2 knowledge
5.1.2 Implicit instruction with input modification
5.1.3 Explicit instruction with focus on forms
5.1.4 Corpus-based instruction
5.1.5 Factors that influence the knowledge and learning of collocations
5.1.6 Research on collocations in German and other LOTEs
5.2 Rationale and research questions
5.3 Design
5.3.1 Participants and institutional setting
5.3.2 Target items
5.3.3 Treatment materials and procedures
5.3.4 Data collection instruments and scoring
5.3.5 Timeline
5.3.6 Data analysis method
5.4 Results
5.4.1 Research question 1
5.4.2 Research question 2
5.4.3 Research question 3
5.4.4 Research question 4
5.5 Discussion
5.6 Limitations
5.7 Chapter summary
References
6 Materials design: Development of Open Educational Resources and Practices for DDL of German
6.1 OER and OEP in language learning and teaching
6.2 OER in DDL
6.3 Incorporating Corpora: corpus-based OER for teaching German to English-speaking learners
6.3.1 Introduction
6.3.2 About the Project
6.3.3 Introduction to DWDS
6.3.4 The workbook
6.3.5 Pilot testing of Incorporating Corpora
6.3.6 Learner perceptions of Incorporating Corpora
6.4 Chapter summary
References
7 Conclusions and outlook for DDL of German and beyond
7.1 Book summary
7.2 Bridging the English–LOTEs divide
7.3 Bridging the DDL–ISLA divide
7.4 Bridging the research–pedagogy divide
7.5 Conclusion and outlook
References
Appendix A: Top 50 keywords in the ISLA articles subset
Appendix B: Top 50 keywords in the DDL articles subset
Appendix C: Language background questionnaire
Appendix D: Verb–noun collocations on paper: worksheet
Appendix E: Verb–noun collocations on computer: worksheet
Appendix F: Collocation knowledge test part I
Appendix G: Collocation knowledge test part II
Index
