Hostname: page-component-745bb68f8f-b95js Total loading time: 0 Render date: 2025-01-08T04:10:55.283Z Has data issue: false hasContentIssue false
  • English
  • Français

The role of guided induction in paper-based data-driven learning

Published online by Cambridge University Press:  19 February 2014

Jonathan Smart
Jonathan Smart*
Affiliation:
University of Pittsburgh, USA (email:[email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven learning or through traditional deductive instruction. In the study, 49 participants completed two weeks of ESL grammar instruction on the passive voice in English. The learners participated in one of three instructional treatments: a data-driven learning treatment, a deductive instructional treatment using corpus-informed teaching materials, and a deductive instructional treatment using traditional (i.e., non-corpus-informed) materials. Results from pre-test, post-test, and delayed post-test indicated that the DDL group significantly improved their grammar ability with the passive voice, while the other two treatment groups did not show significant gains. The findings from this study suggest that in this learning context there are measurable benefits to teaching ESL grammar inductively using paper-based DDL.

Keywords

data-driven learningguided inductionESL grammar
Type
Research Article
Information
ReCALL , Volume 26 , Issue 2: Researching uses of corpora for language teaching and learning , May 2014 , pp. 184 - 201
Copyright
Copyright © European Association for Computer Assisted Language Learning 2014 

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.)

References

Aguado-Jiménez, A., Pérez-Paredes, P. and Sánchez, P. (2012) Exploring the use of multidimensional analysis of learner language to promote register awareness. System, 40(1): 90–103.Google Scholar
Belz, J. and Vyatkina, N. (2005a) Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review, 62(1): 17–48.CrossRefGoogle Scholar
Belz, J. and Vyatkina, N. (2005b) Computer-mediated learner corpus research and the data-driven teaching of L2 pragmatic competence: The case of German modal particles. CALPER Working Papers 4.Google Scholar
Belz, J. and Vyatkina, N. (2008) The pedagogical mediation of a developmental learner corpus for classroom-based language instruction. Language Learning & Technology, 12(3): 33–52.Google Scholar
Biber, D. (1988) Variation across speech and writing. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. (1999) Longman grammar of spoken and written English. London: Longman.Google Scholar
Boulton, A. (2008) Looking for empirical evidence of data-driven learning at lower levels. In: Lewandowska-Tomaszczyk, B. (ed.), Corpus linguistics, computer tools, and applications: State of the art. Frankfurt: Peter Lang, 581–598.Google Scholar
Boulton, A. (2009a) Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1): 37–51.Google Scholar
Boulton, A. (2009b) Corpora for all? Learning styles and data-driven learning. In: Mahlberg, M., González-Díaz, V. and Smith C. (eds.), Proceedings of the 5 thCorpus Linguistics Conference. http://ucrel.lancs.ac.uk/publications/cl2009/Google Scholar
Boulton, A. (2010a) Learning outcomes from corpus consultation. In: Moreno Jaén, M., Serrano Valverde, F. and Calzada Perez, M. (eds.), Exploring new paths in language pedagogy: Lexis and corpus-based language teaching. London: Equinox, 129–144.Google Scholar
Boulton, A. (2010b) Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3): 534–572.CrossRefGoogle Scholar
Boulton, A. (2012) Empirical research in data-driven learning: A summary. http://bit.ly/BoultonATILFGoogle Scholar
Carter, R. and McCarthy, (1995) Grammar and spoken language. Applied Linguistics, 16(2): 141–158.Google Scholar
Celce-Murcia, M. and Larsen-Freeman, D. (1999) The grammar book: An ESL/EFL teacher’s course (2nd ed.). Boston: Thomson/Heinle.Google Scholar
Chambers, A. and O’Sullivan, Í (2004) Corpus consultation and advanced learners’ writing skills in French. ReCALL, 16(1): 158–172.Google Scholar
Chang, C. and Kuo, C. (2011) A corpus-based approach to online materials development for writing research articles. English for Specific Purposes, 30(3): 222–234.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
Chujo, K., Anthony, L. and Oghigian, K. (2009) DDL for the EFL classroom: Effective uses of a Japanese-English parallel corpus and the development of a learner-friendly, online parallel concordance. In: Mahlberg, M., González-Díaz, V. and Smith, C. (eds.), Proceedings of the 5 thCorpus Linguistics Conference. Liverpool: University of Liverpool. http://ucrel.lancs.ac.uk/publications/cl2009/Google Scholar
Chujo, K. and Oghigian, K. (2012) DDL for EFL beginners: A report on student gains and views on paper-based concordancing and the role of L1. In: Thomas, J. and Boulton, A. (eds.) Input, process, and product: Developments in teaching and language corpora. Brno: Masaryk University Press, 170–183.Google Scholar
Conrad, S. (2000) Will corpus linguistics revolutionize grammar teaching in 21st century? TESOL Quarterly, 34(3): 548–560.CrossRefGoogle Scholar
Conrad, S. (2005) Corpus linguistics and L2 teaching. In: Hinkel, E. (ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum, 393–409.Google Scholar
Conrad, S. and Biber, D. (2009) Real grammar: A corpus-based approach to instruction. New York: Pearson Longman.Google Scholar
Conroy, M. (2010) Internet tools for language learning: University students taking control of their writing. Australasian Journal of Educational Technology, 26(6): 861–882.Google Scholar
Davies, M. (2007) TIME Magazine Corpus: 100 million words, 1920s–2000s. http://corpus.byu.edu/time/Google Scholar
Davies, M. (2008) The Corpus of Contemporary American English: 450 million words, 1990-present. http://corpus.byu.edu/coca/Google Scholar
Ellis, R. (2006) Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1): 83–107.Google Scholar
Estling Vannestål, M. and Lindquist, H. (2007) Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3): 329–350.Google Scholar
Flowerdew, L. (2009) Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3): 393–417.CrossRefGoogle Scholar
Flowerdew, L. (2012) Corpora and language education. New York: Palgrave Macmillan.Google Scholar
Gaskell, D. and Cobb, T. (2004) Can learners use concordance feedback for writing errors? System, 32(3): 301–319.Google Scholar
Hadi, Z. and Alibakhshi, G. (2012) On the effectiveness of Corpus Analysis Tool in the use of correct preposition in Persian into English translation. The Iranian EFL Journal, 8(5): 284–294.Google Scholar
Hadley, G. (2002) An introduction to data-driven learning. RELC Journal, 33(2): 99–124.CrossRefGoogle Scholar
Haight, C., Herron, C. and Cole, S. (2007) Approaches on the learning of grammar in the elementary foreign language college classroom. Foreign Language Annals, 40(2): 288–310.Google Scholar
Hammerly, H. (1975) The deduction/induction controversy. The Modern Language Journal, 59(1): 15–18.Google Scholar
Hanafiyeh, M. and Keshi, A. K. (2013) Corpus-based instruction and thesaurus-based teaching on Iranian EFL learners’ grammatical knowledge. Journal of Basic and Applied Scientific Research, 3(2): 167–179.Google Scholar
Herron, C. and Tomasello, M. (1992) Acquiring grammatical structures by guided induction. The French Review, 65(5): 708–718.Google Scholar
Johns, T. (1991) From printout to handout: grammar and vocabulary teaching in the context of data-driven learning. In: Johns, T. and King, P. (eds), Classroom concordancing. English Language Research Journal, 4: 27-45.Google Scholar
Johns, T. and King, P. (eds.) 1991 Classroom concordancing. English Language Research Journal, 4.Google Scholar
Kirschner, P., Sweller, J. and Clark, R. (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
Larsen-Freeman, D. (2001) Teaching Grammar. In: Celce-Murcia, M. (ed.), Teaching English as a second or foreign language (3rd ed.). Boston: Thomson/Heinle, 251–266.Google Scholar
McCarthy, M., McCarten, J. and Sandiford, H. (2005) Touchstone. Cambridge: Cambridge University Press.Google Scholar
Mukherjee, J. (2006) Corpus linguistics and language pedagogy: The state of the art and beyond. In: Braun, S., Kohn, K. and Mukherjee, J. (eds.), Corpus technology and language pedagogy: New resources, new tools, new methods. Frankfurt: Peter Lang, 5–24.Google Scholar
Norris, J. M. and Ortega, L. (2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3): 417–528.CrossRefGoogle Scholar
O’Sullivan, Í. and Chambers, A. (2006) Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15(1): 49–68.Google Scholar
Pérez-Paredes, P., Sánchez-Tornel, M. and Alcaraz Calero, J. M. (2012) Learners’ search patterns during corpus-based focus-on-form activities. International Journal of Corpus Linguistics, 17(4): 483–516.CrossRefGoogle Scholar
Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J. and Aguado Jiménez, P. (2011) Tracking learners’ actual uses of corpora: guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3): 233–253.CrossRefGoogle Scholar
Reppen, R., Bunting, J., Diniz, L., Blass, L., Iannuzzi, S. and Savage, A. (2012) Grammar and beyond, (Vols. 1–4), Cambridge: Cambridge University Press.Google Scholar
Römer, U. (2006) Pedagogical applications of corpora: Some reflections on the current scope and a wish list for future developments. Zeitschrift für Anglistic und Amerikanistic, 54(2): 121–134.Google Scholar
Schmied, J. (2006) Corpus linguistics and grammar learning: Tutor versus learner perspectives. In: Braun, S., Kohn, K. and Mukherjee, J. (eds.), Corpus technology and language pedagogy: New resources, new tools, new methods. Frankfurt: Peter Lang, 87–106.Google Scholar
Shaffer, C. (1989) A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4): 395–403.Google Scholar
Sinclair, J. (2003) Reading concordances. London: Longman.Google Scholar
Sripicharn, P. (2003) Evaluating classroom concordancing: The use of concordance-based materials by a group of Thai students. Thammasat Review, 8(1): 203–236.Google Scholar
Stevens, V. (1991) Classroom concordancing: Vocabulary materials derived from relevant, authentic text. English for Specific Purposes, 10(1): 35–46.Google Scholar
Thornbury, S. (2004) Natural grammar: The keywords of English and how they work. Oxford: Oxford University Press.Google Scholar
Tian, S. (2005a) Data-driven learning. Do learning tasks and proficiency make a difference? Proceedings of the 9 thconference of the Pan-Pacific Association of Applied Linguistics. Tokyo: Waseda University Media Mix Corp, 360–371.Google Scholar
Tian, S. (2005b) The impact of learning tasks and learner proficiency on the effectiveness of data-driven learning. Journal of Pan-Pacific Association of Applied Linguistics, 9(2): 263–275.Google Scholar
Whistle, J. (1999) Concordancing with students using an ‘off-the-web’ corpus. ReCALL, 11(2): 74–80.CrossRefGoogle Scholar
Yoon, H. (2008) More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12(2): 31–48.Google Scholar
Yoon, H. and Hirvela, A. (2004) ESL students attitudes toward corpus use in L2. Journal of Second Language Writing, 13(4): 257–283.Google Scholar