Data-Driven Learning: A Scaffolding Methodology for CLIL and LSP Teaching and Learning

Abstract

When dealing with Language for Specific Purposes (LSP), teachers always have to confront with issues which are strictly linked to the specificities of the language of a given field. This is not only the case of language teachers, but it is also and particularly true for CLIL teachers in Italy, who are subject teachers sharing with language teachers some aspects of pupils' language education. This paper is grounded in the discussion of Data-driven Learning (DDL) as a scaffolding method to support the language aspects of CLIL, and the role of data-driven materials in enhancing learning in general. Corpus-based methodology in CLIL classes (the LSP learning environment par excellence) means to empower both teachers and students to develop competences in moving away from mere surface features of text to selecting and understanding meanings and structures. In doing so, they use texts with specific intentions, becoming familiar with tools such as corpora to compensate, for instance, the deficiencies of general dictionaries. Over 25 years ago Tim Johns advocated the learning-centered value of DDL, calling "every student a Sherlock Holmes." In fact, DDL good practices perfectly align with current theories and practices of SLA, namely the constructivist and learner-centered approaches to language acquisition. It underpins the mandate in contemporary communicative language instruction for the use of authentic language materials and for the development of metalinguistic knowledge and learner autonomy. The uses and benefits of corpora for language learning are widely reported in the literature, although there is still little field practice, in Italy at least. Our word wants to suggest possible good and effective practices combining CLIL needs and the DDL approach to language and content. A case study where DDL was successfully used in a vocational context will be presented. The reference corpus was based on oral and written productions by English native speakers, elicited from a picture specifically sketched for the activity (a hairdresser's salon with multiple actions and objects). Both lexical items and syntactic structures were extracted by students who were confronted with the data and had to deal with different tasks for their analysis. Results were encouraging and students who were exposed to DDL engaged in an involving activity that considerably improved their language skills in their actual working practice.

Building a corpus-based academic vocabulary list of four languages

“…This research also confirms that the implementation of the DDL approach in corpus-based vocabulary learning can be used at the university level since its principles correspond with current students' expectations (Fuster Márquez & Clavel Arroitia, 2010). This study also adds that the DDL approach can facilitate vocabulary learning (Corino & Onesti, 2019;Koosha & Jafarpour, 2006). This approach with corpus implementation has shifted students' and lecturers' roles (Paker & Özcan, 2017).…”

“…Additionally, the lecturers act as the source of knowledge, guide, and facilitator (Gabrielatos, 2005). This learning by analyzing corpus and with DDL approach is reciprocal with frequently implemented language learning theories (Gavioli & Aston, 2001), namely constructivism theory and studentcentered approach (Corino & Onesti, 2019).…”

Corpus based study of verbs explain and clarify as an example of assistance in pedagogical settings

“…While corpora can be used indirectly in the process of creating educational materials, it is also possible to have learners use the material directly (Corino & Onesti, 2019: 2). Data driven learning (DDL), used to refer to the application of tools of corpus linguistics by language learners, has "every student a Sherlock Holmes" (Johns, 1991in Corino & Onesti, 2019. In such cases, learners are guided to query corpora for the purpose of learning Maja Séguin: Corpus based study of verby explain and clarify as an example of assistance in pedagogical settings or as a reference resource (Cobb & Boulton, 2015: 480).…”

8 | 1 | 2019 Recherches sur les compétences en intercompréhension : Développements du projet Miriadi

“…Certamente il DDL, grazie anche all'uso di strumenti con interfacce user friendly e di una dimensione grafica sempre più curata e capace di far risaltare gli elementi salienti (Corino, Onesti 2019), presenta una stretta correlazione con lo stile di apprendimento visivo, e la manipolazione dei dati da parte dell'apprendente in prima persona favorisce sia chi ha inclinazioni di tipo procedurale e sequenziale sia i cinesztetici che sono chiamati a ordinare e classificare concretamente i dati.…”

“…Vyatkina and Boulton (2017), Boulton (2017), and Boulton and Cobb (2017) contain in-depth discussions and illustrations of the potential of data-driven learning in language learning. As for recent publications specifically addressing the potential of DDL in the Italian context, I refer readers to Forti (2019), Corino and Onesti (2019).…”