Using corpora for language teaching and assessment in L2 writing: A narrative review

Kaya, Ömer Faruk

doi:10.14744/felt.2022.4.3.4

Cited by 5 publications

(4 citation statements)

References 36 publications

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“…Teaching numbers in their most common contexts first should have more immediate applicability in everyday conversations. This idea is consistent with more general calls from corpus linguists for the most common concepts, established through corpora, to be prioritized in language teaching (e.g., Hunston, 2002; Kaya, Uzun, & Cangır, 2022; Sinclair & Renouf, 1988; see McEnery & Xiao, 2011 for a review).…”

Section: Discussionsupporting

confidence: 70%

Numbers in Context: Cardinals, Ordinals, and Nominals in American English

Woodin,

Winter

2024

Cognitive Science

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There are three main types of number used in modern, industrialized societies. Cardinals count sets (e.g., people, objects) and quantify elements of conventional scales (e.g., money, distance), ordinals index positions in ordered sequences (e.g., years, pages), and nominals serve as unique identifiers (e.g., telephone numbers, player numbers). Many studies that have cited number frequencies in support of claims about numerical cognition and mathematical cognition hinge on the assumption that most numbers analyzed are cardinal. This paper is the first to investigate the relative frequencies of different number types, presenting a corpus analysis of morphologically unmarked numbers (not, e.g., “eighth” or “21st”) in which we manually annotated 3,600 concordances in the Corpus of Contemporary American English. Overall, cardinals are dominant—both pure cardinals (sets) and measurements (scales)—except in the range 1,000–10,000, which is dominated by ordinal years, like 1996 and 2004. Ordinals occur less often overall, and nominals even less so. Only for cardinals do round numbers, associated with approximation, dominate overall and increase with magnitude. In comparison with other registers, academic writing contains a lower proportion of measurements as well as a higher proportion of ordinals and, to some extent, nominals. In writing, pure cardinals and measurements are usually represented as number words, but measurements—especially larger, unround ones—are more likely to be numerals. Ordinals and nominals are mostly represented as numerals. Altogether, this paper reveals how numbers are used in American English, establishing an initial baseline for any analyses of number frequencies and shedding new light on the cognitive and psychological study of number.

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Section: Discussionsupporting

confidence: 70%

Numbers in Context: Cardinals, Ordinals, and Nominals in American English

Woodin,

Winter

2024

Cognitive Science

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“…Students' competency in a variety of language abilities increases and they become more autonomous learners as a result of being exposed to real-world language examples. Second, by giving EFL students examples of language use in comparable circumstances, corpora can mentor them, particularly in academic writing (Kaya et al, 2022). Students can benefit greatly from the use of learner corpora in particular, which enable them to examine and model language structures and writing styles that are acceptable for academic contexts.…”

Section: Bridging the Gap: How Corpus Linguistics Enhances Students' ...mentioning

confidence: 99%

Grammar Instruction in the Digital Age: The Impact of Corpus Linguistics

Eragamreddy

2024

IJELS

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The potential of corpus linguistics to transform grammar training in the digital era is examined in this study. An in-depth review of the literature looked at the benefits and challenges of corpus-based approaches. Teachers may customize education to meet the unique needs of each student by using corpus linguistics, which provides insightful information about how language is used in everyday situations. Through the integration of real-world language samples and theoretical grammar principles, corpora can foster critical thinking and increase student engagement. Nevertheless, integrating corpus linguistics necessitates resolving technological issues, creating useful teaching resources, and educating educators. The study provides suggestions for using corpora in grammar training as well as future research topics. Using online corpus tools for student exploration, utilizing corpus analysis to uncover typical student mistakes, and creating activities that motivate students to study corpus data in context are some of these proposals. By using corpus linguistics, teachers may close the gap between grammar instruction theory and practice and enable students to become independent language learners.

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“…According to McEnery and Xiao (2011), the application of corpora was more indirect than direct. Perhaps, it was because the direct use has some limitations, including students' familiarity with corpora (Frankenberg-Garcia, 2012), availability of internet access and computers (Yaemtui & Phoocharoensil, 2018), time constraints due to curriculum pacing (Kaya et al, 2022), and size of target corpus or the access to it (O' Keeffe & McCarthy, 2022).…”

Section: Using Corpora In Learning Grammatical Collocationsmentioning

confidence: 99%

The Effectiveness of Corpus-Assisted Approach in Learning Grammatical Collocations of Thai Undergraduate Students in an EFL Classroom

Khemkullanat,

Khongput

2023

rEFLections

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The present study implements a corpus-assisted approach with data-driven learning (DDL) in the EFL classroom to investigate its effectiveness in learning target grammatical collocations (verb-, adjective-, and noun-preposition collocations) of Thai undergraduate students and to examine the extent to which the students incorporate the collocational knowledge learned into their writing. Forty students who were inexperienced in DDL in one intact class at a private university in southern Thailand participated in this study. The participants learned through scaffolded paper-based DDL and autonomous computer-based DDL for a total of 10 weeks in an English for Communication course, which aims to develop their communicative abilities. Pre- and post-writing tests, a stimulated recall interview, and a semi-structured interview were employed as the data collection instruments. The writing test results indicate that the participants’ collocational knowledge significantly improved in all patterns (p = 0.00), with a large overall effect size (d = 1.26). The interview results uncover that most participants could accurately: 1) classify the types of the target collocational patterns; 2) identify the hidden usage of the content words with varying prepositions; and 3) elucidate some key considerations when using collocations for their written communication. The results also suggest that the participants have acquired several collocations other than those targeted in DDL. The study concludes with pedagogical implications for DDL implementation and limitations in conducting DDL lessons.

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Using corpora for language teaching and assessment in L2 writing: A narrative review

Cited by 5 publications

References 36 publications

Numbers in Context: Cardinals, Ordinals, and Nominals in American English

Numbers in Context: Cardinals, Ordinals, and Nominals in American English

Grammar Instruction in the Digital Age: The Impact of Corpus Linguistics

The Effectiveness of Corpus-Assisted Approach in Learning Grammatical Collocations of Thai Undergraduate Students in an EFL Classroom

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