The language learner as language researcher: putting corpus linguistics on the timetable

Getting to ‘know’ connectors? Evaluating data-driven learning in a writing skills course

“…In terms of approaches, Gavioli and Aston (2001) show how "discourse authentication" can make DDL compatible with communicative language teaching. They also observe learners solving problems by applying concordance-derived knowledge, suggesting cognitive validity for DDL, while, on the affective side, Aston (1996), and Cheng, Warren and Xun-feng (2003) have recorded both the acceptability of concordancing to learners and their problems using it. These studies are undoubtedly valuable.…”

“…In terms of specific language sets, Johns (1988: 23-24) reports that learning about causal markers was credible, usable, attainable and transferable, while Zanettin (2001) worked with the lexis of Olympic competition, reporting on learners finding native-like equivalents. In terms of programme objectives, Johns (1988) reported on compatibility with language-support learners and Zanettin (2001) with learner-translators, while Cheng, Warren and Xun-feng (2003) succeeded in establishing compatibility (within their own institution) through integrating the use of computers in language lessons when the objective was the teaching of information technology. In terms of approaches, Gavioli and Aston (2001) show how "discourse authentication" can make DDL compatible with communicative language teaching.…”

“…These studies are undoubtedly valuable. However, in each case, the research instruments were either informal observation (Johns 1988;Gavioli 2001;Zanettin 2001), or learner self-report (Aston 1996;Cheng, Warren and Xun-feng 2003);and, while Johns (1988), Aston (1996) and Gavioli (2001) provide examples of language reportedly learnt through concordancing, the lack of measured data limits the persuasiveness of the findings in terms of observability, which in turn makes it difficult to judge relative advantage. To enhance observability and establish relative advantage, there would seem to be an urgent need for the gathering of empirical data, while self-reports need to be supplemented by data on compatibility gathered using systematic interview techniques.…”

Biting off More Than They Can Chew? The Impact of Pedagogical Application of Corpus on Vocabulary Ability of Intermediate-Level ESL Learners in Mainland China: A Quasi-Experimental Study

“…The pedagogical application of corpus was welcomed by students and teachers but it also encountered many difficulties (Cheng et al, 2003). Facilitation from teachers was proved to be of great significance, but questions arose: How much facilitation do students need?…”

Language learning as discourse analysis: Implications for the LSP learning environment

“…Notable exceptions are Bernardini (2000), Cheng et al (2003), and Lee & Swales (2006), who advocate large corpus concordancing by learners, although it is important to note that they have at their disposal a significant amount of class time to train the students in corpus consultation. Johns (1997: 103) created a three-million word corpus which he describes as follows: a 3-million word corpus chosen to give a rough reflection of an overseas student's life in Birmingham, both on and off the campus, including lectures, scientific journals, newspapers, 'domestic' texts on childcare and household management.…”