IBLT BLOGGER INTRODUCTION

2012년 10월 15일 월요일

Sunny IBLT week 7 Summary


MyungSoon Im[Sunny]
IBLT Week 7 Summary
Perez-Paredes 2011 Uses of Corpora
 This research tracked learners’ actual uses of corpora under two different interactions: guided(EG) versus non-guided consultation(CG). This study was implemented to have perspicacity for a Foreign Language Learners’ actual interaction with corpus-based resources while completing different focus-on-form activities. This article especially concerns for keeping and inspecting a detailed record of students’ actions. The result provided learner data on two aspects. One is on the use of corpus-based resources in EFL. It shows that researchers should observe carefully to the extent to which tangible interaction with the corpus has taken place. This article claims that CALL will play a part of class activity, not be the centre of any lesson. The others are technical issues of concern in the use of direct research methodologies like implementation, use, and challenges for future research. The result confirms again that teachers should intervene and guide whenever necessary during corpus-based tasks.
 This study seems like underlining L2 high educational learners can improve extremely through DDL using corpus analysis techniques as a researcher. If L2 learners follow each step in detail, it must be certain that they will advance surely for academic purpose learning.

Reinhardt 2010
 This article addresses that how corpus linguistic methods can be applied to L2 teaching and learning. It sheds light on the pedagogical application of corpus-based theory and methodologies with the viewpoint of Davies (2008). It also elucidates feasible causes why contemporary L2 teaching practices on the whole do not reflect the knowledge of corpus linguistics. Data-Driven Learning (DDL) by Johns (1991) has been recommended for the advanced learners at tertiary educations, now that students can enhance analytical abilities, critical language awareness and learner autonomy. Conrad (2000) claims that if the consequences of corpus linguistics are widely up-taken, teachers will start to see grammar as register-specific rather than monolithic. Her suggestions should be highlighted again that corpus-based theory need to be integrated into pedagogical curricula and materials by combining with other approaches. This article agitates that corpus–based learning would be a good learning schema if it were facilitated carefully by researchers and teachers.
 I felt it would considerable amount of time for Korean teachers to utilize this corpus methods for their classroom activity, because

To be crucial is how to facilitate the corpus-based tasks for L2 learners’ language proficiency
 John (1991) suggests that students should be guided to discover the foreign language, much in the same way as corpus linguistics discover facts of their own language that had previously gone unnoticed. This shift of emphasis from deductive to inductive learning routines has wide-ranging effects in three ways. First, teachers become coordinators or facilitators. Second, learners learn how to learn through exercises that involve the observation and interpretation of patterns of use. Lastly, knowledge restructuring may be encouraged through the combined use of reference corpora and specific corpus typologies like translation.

Clarification questions: I read ‘Davis provides a summary of the conflicts between Chomskyan approaches and corpus-based linguistic theory,’ on page 240 in Reinhardt 2010. I am wondering what the main conflicts are between Chomsky’s and corpus linguistics.
Application questions: While reading these articles, I kept on thinking how this corpus-based theory can be adopted and adapted to our English education in Korea. I have seen a lot of Korean teachers saying that theory is just theory, which cannot be implemented in class.  I am dubious if this theory might be one of them.

reference


2012년 10월 8일 월요일