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
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