An Empirical Study on a Computer-Based Corpus Approach
An Empirical Study on a Computer-Based Corpus Approach to English Vocabulary Teaching and Learning
Song Yunxia Sun Zhuo Yang Min
Foreign Languages Section of Agriculture Division of Jilin University,
Changchun 130062 dasera@sima.com Abstract
This paper investigates the effectiveness of a computer-based corpus approach to English vocabulary teaching and learning. The empirical study in this paper illustrates that the use of corpus does benefit English vocabulary teaching and learning but there are some problems in its application. Pedagogical implications are then provided to enhance the effective integration of corpus and English Vocabulary Teaching and Learning: 1) teachers and learners need to negotiate frequently during the whole process of corpus-based DDL; 2) corpus use in vocabulary teaching and learning must adapt to the students’ needs and teaching environments; 3) the alternative use of corpus and dictionaries will enhance the efficiency of corpus-based vocabulary learning of the students; 4) Integrating cooperative learning and DDL will promote students’ vocabulary learning greatly.
Keywords: Corpus; English Vocabulary Teaching and Learning; information technology
1.Introduction
1.1.Corpus Linguistics
With the conspicuous development of information technology and computer science, corpus linguistics has become a prominent part of modern linguistics. Corpus linguistics uses large electronic databases of ‘real life’ language to examine hypotheses about language use and linguistics theories(Leech, 1997). These can be tested scientifically with computerized analytical tools, without the researcher 's preconceptions influencing their conclusions. Corpus Linguistics has generated a number of research methods, attempting to trace a path from data to theory. Wallis and Nelson (2001) first introduced what they called the 3A perspective: Annotation, Abstraction and Analysis. · Annotation consists of the application
Song Yunxia Sun Zhuo Yang Min
Foreign Languages Section of Agriculture Division of Jilin University,
Changchun 130062 dasera@sima.com Abstract
This paper investigates the effectiveness of a computer-based corpus approach to English vocabulary teaching and learning. The empirical study in this paper illustrates that the use of corpus does benefit English vocabulary teaching and learning but there are some problems in its application. Pedagogical implications are then provided to enhance the effective integration of corpus and English Vocabulary Teaching and Learning: 1) teachers and learners need to negotiate frequently during the whole process of corpus-based DDL; 2) corpus use in vocabulary teaching and learning must adapt to the students’ needs and teaching environments; 3) the alternative use of corpus and dictionaries will enhance the efficiency of corpus-based vocabulary learning of the students; 4) Integrating cooperative learning and DDL will promote students’ vocabulary learning greatly.
Keywords: Corpus; English Vocabulary Teaching and Learning; information technology
1.Introduction
1.1.Corpus Linguistics
With the conspicuous development of information technology and computer science, corpus linguistics has become a prominent part of modern linguistics. Corpus linguistics uses large electronic databases of ‘real life’ language to examine hypotheses about language use and linguistics theories(Leech, 1997). These can be tested scientifically with computerized analytical tools, without the researcher 's preconceptions influencing their conclusions. Corpus Linguistics has generated a number of research methods, attempting to trace a path from data to theory. Wallis and Nelson (2001) first introduced what they called the 3A perspective: Annotation, Abstraction and Analysis. · Annotation consists of the application
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