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Article
Enhancing Writing Padagogy with Learner Corpus Data
ReCALL
  • Elena Cotos, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
5-1-2014
DOI
10.1017/S0958344014000019
Abstract
Learner corpora have become prominent in language teaching and learning, enhancing data-driven learning (DDL) pedagogy by promoting ‘learning driven data’ in the classroom. This study explores the potential of a local learner corpus by investigating the effects of two types of DDL activities, one relying on a native-speaker corpus (NSC) and the second combining native-speaker and learner corpora. Both types of activities aimed at improving second language writers’ knowledge of linking adverbials and were based on a preliminary analysis of adverbial use in the local learner corpus produced by 31 study participants. Quantitative and qualitative data, obtained from writing samples, pre/post-tests, and questionnaires, were converged through concurrent triangulation. The results showed an increase in frequency, diversity and accuracy in all participants’ use of adverbials, but more significant improvement was made by the students who were exposed to the corpus containing their own writing. The findings of this study are thus interpreted as suggestive that combining learner and native-speaker data is a feasible and effective practice, which can be readily integrated in DDL-based instruction with positive impact.
Comments

This article is from ReCALL 26 (2014): 202, doi:10.1017/S0958344014000019. Posted with permission.

Copyright Owner
Cambridge University Press
Language
en
File Format
application/pdf
Citation Information
Elena Cotos. "Enhancing Writing Padagogy with Learner Corpus Data" ReCALL Vol. 26 Iss. 2 (2014) p. 202 - 224
Available at: http://works.bepress.com/elena_cotos/2/