Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-30T15:30:00.044Z Has data issue: false hasContentIssue false
  • English
  • Français

Data-driven learning – a call for a broader research gaze

Published online by Cambridge University Press:  21 July 2020

Anne O'Keeffe
Anne O'Keeffe*
Affiliation:
Mary Immaculate College, University of Limerick, Ireland
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Plenary Speech
Information
Language Teaching , Volume 54 , Issue 2 , April 2021 , pp. 259 - 272
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Revised version of a plenary address given at the 13th Teaching and Language Corpora Conference, University of Cambridge, UK, 19 July, 2018.

References

Allan, R. (2009). Can a graded reader corpus provide ‘authentic’ input? ELT Journal, 63(1), 23–32.CrossRefGoogle Scholar
Barlow, M. (1996). Corpora for theory and practice. International Journal of Corpus Linguistics, 1(1), 1–37.CrossRefGoogle Scholar
Boulton, A. (2010). Language awareness and medium-term benefits of corpus consultation. In Gimeno Sanz, A. (Ed.), New trends in computer-assisted language learning: Working together (pp. 39–46). Madrid, Spain: Macmillan ELT.Google Scholar
Boulton, A. (2012). Corpus consultation for ESP: A review of empirical research. In Boulton, A., Carter-Thomas, S., & Rowley-Jolivet, E. (Eds.), Corpus-informed research and learning in ESP: Issues and applications (pp. 261–291). Amsterdam, Netherlands: John Benjamins.CrossRefGoogle Scholar
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393.CrossRefGoogle Scholar
Boulton, A., & Pérez-Paredes, P. (2014). Researching uses of corpora for language teaching and learning. ReCALL, 26(2), 121–127.CrossRefGoogle Scholar
Bybee, J. (2008). Usage-based grammar and second language acquisition. In Robinson, P. & Ellis, N. C. (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 216–236). New York, NY: Routledge.Google Scholar
Chambers, A. (2007). Popularising corpus consultation by language learners and teachers. In Hidalgo, E., Quereda, L., & Santana, J. (Eds.), Corpora in the foreign language classroom (pp. 3–16). Amsterdam, Netherlands: Rodopi.Google Scholar
Chang, P. (2012). Using a stance corpus to learn about effective authorial stance-taking: A textlinguistic approach. ReCALL, 24(2), 209–236.CrossRefGoogle Scholar
Chapelle, C. A. (2003). English language learning and technology. Amsterdam, Netherlands: John Benjamins.CrossRefGoogle Scholar
Chau, M. H. (2003). Contextualising language learning: The role of a topic- and genre-specific pedagogical corpus. TESL Reporter, 36(2), 42–54.Google Scholar
Cintrón-Valentín, M., & Ellis, N. C. (2015). Exploring the interface: explicit focus-on-form instruction and learned attentional biases in L2 Latin. Studies in Second Language Acquisition, 37, 197–235.CrossRefGoogle Scholar
Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301–315.CrossRefGoogle Scholar
Cobb, T. (1999). Applying constructivism: A test for the learner as scientist. Educational Technology Research & Development, 47(3), 15–31.CrossRefGoogle Scholar
Cobb, T. (2005). Constructivism, applied linguistics, and language education. In Encyclopedia of language and linguistics (Vol. 3, 2nd. ed, pp. 5–88). Amsterdam, Netherlands: Elsevier.Google Scholar
Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In Biber, D. & Reppen, R. (Eds.), Cambridge handbook of corpus linguistics (pp. 478–497). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Collentine, J. (2000). Insights into the construction of grammatical knowledge provided by user-behaviour tracking technologies. Language Learning & Technology, 36, 45–60.Google Scholar
Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188.CrossRefGoogle Scholar
Ellis, N. C. (2006). Language acquisition as rational contingency learning. Applied Linguistics, 27(1), 1–24.CrossRefGoogle Scholar
Ellis, N. C. (2015). Implicit and explicit learning: Their dynamic interface and complexity. In Rebuschat, P. (Ed.), Implicit and explicit learning of languages (pp. 3–23). Amsterdam, Netherlands: John Benjamins.Google Scholar
Ellis, N. C. (2018). Salience in Usage-Based SLA. In Gass, S. M., Spinner, P., & Behney, J. (Eds.), Salience in second language acquisition (pp. 21–40). New York, NY: Routledge.Google Scholar
Ellis, N. C., Römer, U., & O'Donnell, M. B. (2016). Constructions and usage-based approaches to language acquisition. Language Learning, 66, 23–44.Google Scholar
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA Perspective. TESOL Quarterly, 40(1), 83–107.CrossRefGoogle Scholar
Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–428.CrossRefGoogle Scholar
Flowerdew, L. (2015). Data-driven learning and language learning theories: Whither the twain shall meet. In Leńko-Szymańska, A. & Boulton, A. (Eds.), Multiple affordances of language corpora for data-driven learning (pp. 15–36). Amsterdam, Netherlands: John Benjamins.Google Scholar
Gabel, S. (2001). Over-indulgence and under-representation in interlanguage: reflections on the utilization of concordances in self-directed foreign language learning. Computer-Assisted Language Learning, 14, 269–288.CrossRefGoogle Scholar
Gabrielatos, C. (2005). Corpora and language teaching: Just a fling or wedding bells? Teaching English as a Second or Foreign Language, 8(4), 1–34.Google Scholar
Gass, S. M., Spinner, P., & Behney, J. (2018). Salience in second language acquisition and related fields. In Gass, S. M., Spinner, P., & Behney, J. (Eds.), Salience in second language acquisition (pp. 1–18). New York, NY: Routledge.Google Scholar
Graus, J., & Coppen, P.-A. (2016). Student teacher beliefs on grammar instruction. Language Teaching Research, 20(5), 571–599.CrossRefGoogle Scholar
Han, Z.-H., & Finneran, R. (2013). Re-engaging the interface debate: Strong, weak, none, or all? International Journal of Applied Linguistics, 24(3), 370–389.CrossRefGoogle Scholar
Huang, L. (2011). Corpus-aided language learning. ELT Journal, 65(4), 481–484.CrossRefGoogle Scholar
Indrarathne, B., Ratajczak, M., & Kormos, J. (2018). Modelling changes in the cognitive processing of grammar in implicit and explicit learning conditions: Insights from an eye-tracking study. Language Learning, 68(3), 669–708.CrossRefGoogle Scholar
Johansson, S. (2009). Some thoughts on corpora and second-language acquisition. In Aijmer, K. (Ed.), Corpora and language teaching (pp. 33–44). Amsterdam, Netherlands: John Benjamins.CrossRefGoogle Scholar
Johns, T. (1986). Micro-Concord: a language learner's research tool. System, 14(2), 151–162.CrossRefGoogle Scholar
Johns, T. (1994). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In Odlin, T. (Ed.), Perspectives on pedagogical grammar (pp. 293–313). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.CrossRefGoogle Scholar
Krashen, S. (1991). The input hypothesis: An update. Georgetown University Round Table on Languages and Linguistics, 409–431.Google Scholar
Lai, C. & Zhao, Y. 2005). Introduction: The importance of input and the potential of technology for enhancing input. In Zhao, Y. (Ed.), Research in technology and second language learning: Developments and directions (pp. 95–101). Charlotte, NC: Information Age.Google Scholar
Lai, C., & Zhao, Y. (2006). Noticing and text-based chat. Language Learning & Technology, 10(3), 1094–3501.Google Scholar
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1–26.CrossRefGoogle Scholar
Lee, H., Warschauer, M., & Lee, J. H. (2019). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 721–753.CrossRefGoogle Scholar
Leech, G. (1997). Teaching and language corpora: a convergence. In Wichmann, A., Fligelstone, S., McEnery, A., & Knowles, G. (Eds.), Teaching and language corpora (pp. 1–23). London, UK: Longman.Google Scholar
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In de Bot, K., Ginsberg, R., & Kramsch, C. (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam, Netherlands: John Benjamins.CrossRefGoogle Scholar
McGroarty, M. (1998). Constructive and constructivist challenges for applied linguistics. Language Learning, 48, 591–622.CrossRefGoogle Scholar
Mizumoto, A., & Chujo, K. (2015). A meta-analysis of data-driven learning approach in the Japanese EFL classroom. English Corpus Studies, 22, 1–18.Google Scholar
O'Keeffe, A., McCarthy, M. J., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
O'Sullivan, Í. (2007). Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3), 269–286.CrossRefGoogle Scholar
Papp, S. (2007). Inductive learning and self-correction with the use of learner and reference corpora. In Hilgado, E., Quereda, L., & Santana, J. (Eds.), Corpora in the foreign language classroom (pp. 207–220). Amsterdam, Netherlands: Rodopi.Google Scholar
Pérez-Paredes, P. (2010). Corpus linguistics and language education in perspective: Appropriation and the possibilities scenario. In Harris, T., & Moreno Jaén, M. (Eds.), Corpus linguistics in language teaching (pp. 53–73). Frankfurt, Germany: Peter Lang.Google Scholar
Pérez-Paredes, P. (2019). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1667832CrossRefGoogle Scholar
Pérez-Paredes, P., Mark, G., & O'Keeffe, A. (In Press). The impact of usage-based approaches on second language learning and teaching. Research NotesGoogle Scholar
Pérez-Paredes, P., Sánchez-Tornel, M., & Alcaraz Calero, J. M. (2012). Learners’ search patterns during corpus-based focus-on-form activities. International Journal of Corpus Linguistics, 17, 483–516.CrossRefGoogle Scholar
Römer, U. (2006). Pedagogical applications of corpora: Some reflections on the current scope and a wish list for future developments. Zeitschrift für Anglistik und Amerikanistik, 542, 121–134.Google Scholar
Römer, U. (2019). A corpus perspective on the development of verb constructions in second language learners. International Journal of Corpus Linguistics, 24(3), 268–290.CrossRefGoogle Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.CrossRefGoogle Scholar
Schmidt, R. (2001). Attention. In Robinson, P. (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Sharwood Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 2, 159–68.CrossRefGoogle Scholar
Shi, J. (2014). Pedagogic processing of ESL corpora and its effects on ESL learners’ medium-term language awareness enhancement. International Journal of English Linguistics, 4(4), 63–73.CrossRefGoogle Scholar
Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In Byrnes, H. (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London, UK/New York, NY: Continuum.Google Scholar
Todd, R. W. (2001). Induction from self-selected concordances and self-correction. System, 29, 91–102.CrossRefGoogle Scholar
Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Tribble, C. (2008). From Corpus to Classroom: Language Use and Language Teaching. ELT Journal, 62, 213–216.CrossRefGoogle Scholar
Tribble, C., & Jones, G. (1997). Concordancing in the classroom. Harlow, UK: Longman.Google Scholar
Tyler, A., & Ortega, L. (2016). Usage-based approaches to language and language learning: An introduction to the special issue. Language Cognition, 8(3), 335–345.CrossRefGoogle Scholar
VanPatten, B., & Benati, A. (2010). Key terms in second language acquisition. London, UK: Continuum.Google Scholar
Vyatkina, N., & Boulton, A. (Eds.). (2017). Corpora in language teaching and learning. Language Learning & Technology, 21(3), (SI), 1–8.Google Scholar
Widdowson, H. (1991). The description and prescription of language. In Alatis, J. (Ed.), Georgetown university round table on languages and linguistics (pp. 11–24). Washington, DC: Georgetown University Press.Google Scholar
Wong, W. (2005). Input enhancement: From theory and research to the classroom. New York, NY: McGraw-Hill.Google Scholar