The effect of the integration of corpora in reading comprehension classrooms on English as a Foreign Language learners' vocabulary development

Gordani, Yahya

doi:10.1080/09588221.2012.685078

Cited by 18 publications

(14 citation statements)

References 28 publications

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“…Combining language data with participants' attitudes towards technology-mediated approaches can also add another dimension to the findings. Gordani (2013) investigated the effect integrating an online corpus-based learning into reading comprehension classes and found that it had a positive effect on vocabulary development, compared to the textbook only approach. However, the analysis of learner diaries revealed both positive and negative reactions to the use of corpora that changed over time.…”

Section: Reported Study Resultsmentioning

confidence: 99%

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

Elgort

2017

CALICO Journal

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Technology-mediated vocabulary development (TMVD) in a second language (L2) covers a wide range of instructional and learning treatments, contexts, and technologies, and is situated in a broader field of second language vocabulary learning. Vocabulary knowledge is a complex, multidimensional construct that has been interpreted and categorized in second language research in many different ways. This review identifies methodological practices in research into L2 TMVD and provides a synthesis of learning and instructional approaches, aspects of vocabulary knowledge being investigated, and measures of vocabulary development used in this research. A sample of 82 primary studies from 2010 to 2017 was selected and coded for target methodological features. The results of the review show that TMVD research has achieved a certain degree of methodological maturity, while a number of issues have also been identified. These issues include: the practice of comparing technology-mediated instruction with "traditional" instruction without technology, insufficient reporting of participants' L2 proficiency, and a dearth of treatments targeting fluency development. The review also showed a preference for evaluating the knowledge of individual vocabulary items rather than the development of the L2 lexicon, and insufficient use of online and implicit measures of vocabulary knowledge. Recommendations for future TMVD research are provided.

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Section: Reported Study Resultsmentioning

confidence: 99%

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

Elgort

2017

CALICO Journal

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“…Some studies report having used concordances of corpora that seek to represent a language in general, such as British English or American English (Boulton, 2010;Gordani, 2013). Other studies have presented learners with concordances from a more narrowly defined language variety of one type or anotherfor instance, concordances of only the written section of the British National Corpus (BNC) (Kaur & Hegelheimer, 2005), concordances of newspapers representing a national variety of English (Boulton, 2009;Chan & Liou, 2005), or concordances of various collections of academic English (Charles, 2011).…”

Section: Lexical Repetition and Corpus Compositionmentioning

confidence: 99%

Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective

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2020

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Narrow reading has the potential to reduce vocabulary load and to provide rich opportunities for developing collocation knowledge, but these benefits rely on narrow reading increasing lexical repetition within a text. Hence, interest in narrow reading has been limited by the relatively small lexical effect of narrowing reading by topic (Nation, 2013). Nevertheless, research in data-driven learning and teaching and language corpora has reported positively on learners using concordances in a manner comparable to narrow reading. However, the potential for concordances to provide an increased lexical-repetition effect has not been assessed. This study bridges this gap by exploring the degree of lexical repetition available in concordances and identifies corpus composition as a key predictor of lexical repetition. The study uses standardised type-token ratio (sTTR) to analyse concordances extracted from corpora at three different levels of homogeneity/heterogeneity. The results show large, reliable variations in lexical repetition resulting from variation in corpus homogeneity/heterogeneity, and so identifies concordance-based narrow reading as a possible means of overcoming the limitations of traditional narrow reading by topic. The results are discussed with reference to pedagogical implications for language learners, teachers, and researchers.

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“…Perhaps most obviously, there is great variety in how language learners have interacted with concordances. Allan (2010), Boulton (2010b) Daskalovska (2013) and Gordani (2013) use concordance treatments based on the classic DDL model in which learners are presented with a concordance accompanied by a set of questions that aim to guide the learner through a series of research-like tasks: identifying some feature of the language in the concordance, classifying the language identified, and then forming a generalisation on this basis. In contrast, Boulton (2009), Cobb (1997), Chan and Liou (2005) and Kaur and Hegelheimer (2005), present concordances alongside gap-fill tasks; Chan and Liou (2005) report that their treatments also included sentence translation exercises, while Kaur and Hegelheimer (2005) also asked learners to use concordances in what they term sentence building exercises.…”

Section: Aims: Developing An Experiments Design Perspective On Learner Use Of Concordancesmentioning

confidence: 99%

“…To illustrate one more potential source of difference, there is also considerable diversity in terms of the source texts that have been used to generate concordances in studies of learner use of concordance. For example, some studies use large general corpora, such as the BNC (Boulton, 2010a;Daskalovska, 2013;Gordani, 2013;Kaur & Hegelheimer, 2005;Pérez-Paredes et al, 2012); other studies have used corpora composed of materials explicitly targeted at language learners (Allan, 2010;Cobb, 1997Cobb, , 1999; and yet others have drawn upon a parallel English-Chinese newspaper corpus, Sinorama (Chan & Liou, 2005;Lai & Chen, 2013). Given that the content of a concordance is determined by the interaction between search term and source text (the search term determines the node of each citation and the source text determines the cotext extracted along with it), it stands to reason that concordances extracted from different source texts are likely to be an important variable in learner use of concordances.…”

Section: Aims: Developing An Experiments Design Perspective On Learner Use Of Concordancesmentioning

confidence: 99%

“…Although non-fiction graded readers are available (Nation, 2013), non-fiction texts make up a very small proportion of published graded reading materials (Hill, 2008). In other words, although using concordances of graded readers would appear to circumvent some of the linguistic challenges of concordance use, the variety of language they tend to represent contrasts with many of the language varieties commonly addressed in studies of concordance-based learning: general English (Boulton, 2010a;Gordani, 2013;Kaur & Hegelheimer, 2005;Koosha & Jafarpour, 2006;H. Yoon, 2008), newspapers (Allan, 2006;Boulton, 2009b;Chan & Liou, 2005) and academic English (Charles, 2012(Charles, , 2015Lee & Swales, 2006).…”

Section: Existing Approaches To Concordances As Difficult Texts: Grading Outputs and Inputsmentioning

confidence: 99%

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DUPLICATE DO NOT PUBLISH - An experimental design perspective on the affordances of concordances: Exploring the affordances of concordances from a language learning perspective

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<p>Language learner use of concordances attracts considerable research interest. Concordances are now being conceptualized as presenting language learners with multiple affordances (Leńko-Szymańska & Boulton, 2015), affordances being the latent value of an object determined by the use made of it and not necessarily by its design. However, empirical research has typically operationalized concordances in simple, monolithic terms, and thus, from an experimental design perspective, they are implicitly seen as providing a single set of language learning affordances. That is, the majority of research conducted on concordancing treatments is discussed in terms of concordancing in fairly simple undifferentiated terms (see overviews of research in Boulton, 2010a; Cobb & Boulton, 2015; C. Yoon, 2011). Thus, previous research has contributed to an understanding of whether concordances can facilitate language learning, but it has rarely addressed the issue of how the operationalisation of concordances in pedagogical contexts interacts with the language learning affordances provided. Insufficient engagement with this issue is important because, alongside studies that have shown strong facilitative effects, there are many studies of learner use of concordances that show little to no facilitative effect of the concordancing condition. To address this issue, this thesis addresses the construct of learner use of concordances from an experiment design perspective, helping to define the construct of concordancing and examining potential variables in learner use of concordances. The thesis reports a series of studies that examine the construct of concordancing from both the perspective of concordance users’ concordancing preferences and the perspective of the lexical qualities of concordances as texts. First, a quasi-experimental, quantitative survey of concordance users’ concordancing preferences showed the construct of concordancing to comprise four distinguishable operational parameters: citation format, type of corpus concordanced, citation order and reading style. It then found correlations between these parameters and three of four user groupings: grouping by frequency of concordance use, by linguistic relationship to concordance language, and by field of concordance use. It revealed that different types of concordance user can be characterized by preferences for different types of concordance use, and vice versa. In two further studies, quantitative analysis of concordances showed that manipulation of factors in concordance generation resulted in concordances with significant differences in measures of word frequency and type token ratio. These analyses showed the extent to which the affordances of concordances vary in relation to two key factors in concordance generation: which corpus is concordanced and level of corpus generality. The findings of these four studies are discussed in relation to the definition of concordancing presented in Chapter 2 of the thesis and the affordances of concordances that have been discussed in the literature. Together the findings indicate that effective learner use of concordances is likely to be dependent on matching the operationalization of concordancing in pedagogical contexts to learner profiles. For this reason, research on learner use of concordances needs to adopt experimental designs that can account for variation in concordancing as a treatment condition. The findings are also discussed in relation to their practical implications for effectively operationalising concordancing in pedagogical practice and the development of pedagogical concordancers and concordance-based language learning materials.</p>

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The effect of the integration of corpora in reading comprehension classrooms on English as a Foreign Language learners' vocabulary development

Cited by 18 publications

References 28 publications

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective

DUPLICATE DO NOT PUBLISH - An experimental design perspective on the affordances of concordances: Exploring the affordances of concordances from a language learning perspective

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