نوع مقاله : مقاله پژوهشی

نویسنده

استادیار دانشگاه محقق اردبیلی

چکیده

پژوهش حاضر به بررسی تاثیر داده‌محور بر تشخیص و تولید هم‌آیی‌ها‌ی زبان‌آموزان با سطح توانش انگلیسی بالا و پایین متوسط پرداخت. همچنین تاثیر ثانویه داده‌محور بر هم‌آیی‌های ثانویه (هم‌آیی‌هایی که در واژه‌یاب گنجانده نشده بودند ولی به صورت مستتر در تکالیف استفاده شده بودند) نیز مورد بررسی قرار گرفت. نگرش زبان‌آموزان نسبت به نقش واژه‌یاب در یادگیری هم‌آیی‌ها و تغییر نگرش آنها در طی فرایند پژوهش نیز از طریق مصاحبه مورد ارزیابی قرار گرفت. حدود 40 زبان‌آموز ایرانی به دو گروه آزمایشی و گواه تقسیم شدند. هر گروه به دو زیرگروه سطح توانش بالا و پایین نیز تقسیم شدند. گروه آزمایشی به مدت 10 جلسه به واژه‌یاب دسترسی داشتند تا تکلیف دوباره‌نویسی را انجام دهند. نتایج حاکی از آن است که زبان‌آموزان با سطح توانش بالا بیشتر از زبان‌آموزان با سطح توانش پایین از تاثیر اولیه و ثانویه واژه‌یاب بهره‌مند شدند. هر دو زیرگروه، نگرش مثبتی به تاثیر واژه‌یاب در یادگیری هم‌آیی‌ها داشتند و این نگرش با گذر زمان پررنگتر شد.

کلیدواژه‌ها

موضوعات

References

Alameen, G. (2011). Learner digital stories in a Web 2.0 age. TESOL Journal, 23, 355−369.
Altenberg, B., & Granger, S. (2001). The grammatical and lexical patterning of MAKE in native and non-native student writing. Applied Linguistics, 22(2), 173−195.
Barfield, A. (2007). An exploration of second language collocation knowledge and development. (Unpublished doctoral dissertation), University of Wales, Swansea.
Benati, A., & Lee, J. F. (2008). Grammar acquisition and processing instruction: Secondary and cumulative effects. Bristol: Multilingual Matters.
Bikowski, D., & Casal, J. E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning and Technology, 22(1), 119−136.
Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher Education, 53(4), 483−516.
Boulton, A. (2012). Hands-on/hands-off: Alternative approaches to data-driven learning. In J. Thomas & A. Boulton (Eds.), Input, process, and product: Developments in teaching and language corpora (pp. 152−168). Brno: Masaryk University Press.
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348‒393.
Breyer, Y. (2009). Learning and teaching with corpora: Reflections by student teachers. Computer Assisted Language Learning, 22(2), 153−172.
Chang, J. Y. (2014). The use of general and specialized corpora as reference sources of academic English writing: A case study. ReCALL, 26(2), 243−259.
Chang, W., & Sun, Y. (2009). Scaffolding and web concordancers as support for language learning. Computer Assisted Language Learning, 22(4), 283−300.
Chauhan, R., Ghosh, P., Rai, A., & Shukla, D. (2016). The impact of support at the workplace on transfer of training: A study of Indian manufacturing unit. International Journal of Training and Development, 20(3), 200‒213.
Church, K. W., & Hanks, P. (1990). Word association norms, mutual information, and lexicography. Computational Linguistics, 16(1), 22−29.
Cobb, T., & Boulton, A. (2015). Classroom application of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 478−497). Cambridge: Cambridge University Press.
Cotos, E. (2014). Enhancing writing pedagogy with learner corpus data. ReCALL, 26(2), 202−224.
Crosthwaite, P. (2017). Retesting the limits of data-driven learning: Feedback and error correction. Computer Assisted Language Learning, 30(6), 447−473.
Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130−144.
Fathi, J., & Nourzadeh, S. (2019). Examining the effects of writing instruction through blogging on second language writing performance and anxiety. Issues in Language Teaching, 8(1), 63−91.
Flowerdew, L. (2009). Appling corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3), 393−417.
Flowerdew, L. (2015). Corpus based research and pedagogy in EAP: From lexis to genre. Language Teaching, 48(1), 99−116.
Frankenberg-Garcia, A. (2014). The use of corpus examples for language comprehension and production. ReCALL, 26(2), 128−146.
Gabrielatos, C. (2005). Corpora and language teaching: Just a fling or wedding bells? TESL-EJ, 8(4), 1−37.
Geluso, J., & Yamaguchi, A. (2014). Discovering formulaic language through data-driven learning: Student attitudes and efficacy. ReCALL, 26(2), 225−242.
Godwin-Jones, R. (2011). Emerging technologies: Mobile apps for language learning. Language Learning and Technology, 15(2), 2−11.
Govaerts, N., Kyndt, E., Vreye, S., & Dochy, F. (2017). A supervisors’ perspective on their role in transfer of training. Human Resource Development Quarterly, 28(4), 515‒552.
Grabe, W., & Stoller, F. (2002). Teaching and researching reading. London: Pearson Education.
Granger, S. (1998). Prefabricated patterns in advanced EFL writing: Collocations and formulae. In A. P. Cowie (Ed.), Phraseology, theory, analysis and applications (pp. 145‒160). Oxford: Clarendon Press.
Gremmo, M. J., & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: The history of an idea. System, 23(2), 151‒164.
Hadley, G. (2002). An introduction to data-driven learning. RELC Journal, 33(2), 99‒124.
Howarth, P. (1998). Phraseology and second language proficiency. Applied Linguistics, 19(1), 24‒44.
Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2), 163−183.
Huang, H. T. D., & Hung, S. T. A. (2010). Effects of electronic portfolio on EFL oral performance. Asian EFL Journal, 12(2), 192−212.
James, M. A. (2012). An investigation of motivation to transfer second language learning. The Modern Language Journal, 96(1), 51−69.
Johns, T. (1990). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. CALL Austria, 10(1), 14–34.
Johns, T. F., Lee, H., & Wang, L. (2008). Integrating corpus-based CALL programs in teaching English through children’s literature. Computer Assisted Language Learning, 21(5), 483‒506.
Karras, J. N. (2016). The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL, 28(2), 166‒186.
Kennedy, C., & Miceli, T. (2010). Corpus-assisted creative writing: Introducing intermediate Italian students to a corpus as a reference resource. Language Learning and Technology, 14(1), 28−44.
Larsen-Freeman, D. (2013). Transfer of learning transformed. Language Learning, 63(1), 107−129.
Lee, H., Warschauer, M., & Lee, J. H. (2019). The effects of corpus use on second vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 721−753.
Leeser, M., & DeMil, A. (2013). Investigating the secondary effects of processing instruction in Spanish: From instruction on accusative clitics to transfer-of-training effects on dative clitics. Hispania, 96(4), 748‒762.
Lenko-Szymanska, A. (2014). Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL, 26(2), 260−278.
Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Hove: Language Teaching Publications.
Lightner, R., Benander, R., & Kramer, E. F. (2008). Faculty and student attitudes about transfer of learning. A Journal of Scholarly Teaching, 3(1), 58−66.
Lin, M. H., & Lee, J. Y. (2019). Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students. Language Teaching Research, 23(5), 541−561.
Luo, Q., & Liao, Y. (2015). Using corpora for error correction in EFL learners’ writing. Journal of Language Teaching and Research, 6(6), 1333−1342.
Mirzaei, A., Rahimi Domakani, M., & Rahimi, S. (2015). Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary. ReCALL, 28(1), 22−43.
Mukherjee, J. (2006). Corpus linguistics and language pedagogy: The state of the art - and beyond. In S. Braun, K. Kohn, & J. Mukherjee (Eds.), Corpus technology and language pedagogy: New resources, new tools, new methods (pp. 5−24). Frankfurt: Peter Lang.
Nami, F. (2020). Towards more effective app-assisted language learning: The essential content and design features of educational applications. Issues in Language Teaching, 9(1), 245−278.
Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam: John Benjamins Publishing Company.
O’Sullivan, I. (2007). Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3), 269‒286.
Park, K. (2010). Enhancing lexicogrammatical performance through corpus-based mediation in L2 academic writing instruction (Unpublished doctoral dissertation), Pennsylvania State University, University Park, PA.
Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47(3), 248−258.
Qian, M., Chukharev-Hudilainen, E., & Levis, J. (2018). A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer. Language Learning and Technology, 22(1), 69‒96.
Rezaee, A. A., Marefat, H., & Saeedakhtar, A. (2015). Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning, 28(6), 532−549.
Saeedakhtar, A. (2013). Symmetrical and asymmetrical scaffolding of high CV and low CV written L2 collocations in web-based concordancing, (Unpublished doctoral dissertation), University of Tehran, Iran.
Saeedakhtar, A., Bagerin, M., & Abdi, R. (2020). The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations. System, 91, xx−xx.
Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. The Canadian Modern Language Review, 64(3), 429‒458.
Smart, J. (2014). The role of guided induction in paper-based data-driven learning. ReCALL, 26(2), 184−201.
Smith, S. (2020). DIY corpora for accounting and finance vocabulary learning. English for Specific Purposes, 57, https://doi.org/10.1016/j.esp.2019.08.002.
Sun, X., & Hu, G. (2020). Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class. Language Teaching Research, https://doi.org/10.1177%2F1362168820954459.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235−256). Rowley, MA: Newbury House.
Van Patten, B. (2004). Input processing in second language acquisition. In B. Van Patten (Ed.), Processing instruction: Theory, research, and commentary (pp. 5‒31). Mahwah NJ: Lawrence Erlbaum Associates.
Vyatkina, N. (2016a). Data driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning and Technology, 20(3), 159−179.
Vyatkina, N. (2016b). Data driven learning for beginners: The case of German verb-preposition collocations. ReCALL, 28(2), 207−226.
Wallet, G., Sauzeon, H., Rodrigues, J., & N’Kaoua, B. (2009). Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject’s strategy on the exploration mode. Journal of Virtual Reality and Broadcasting, 6(4), 1860‒2037.
Wang, J., Zou, B., Wang, D., & Xing, M. (2013). Students’ perception of a wiki platform and the impact of wiki engagement on intercultural communication. System, 41(2), 245−256.
White, J. P., & DeMil, A. J. (2013). Transfer-of-training effects in processing instruction: The role of form-related explicit information. Studies in Second Language Acquisition, 35(3), 519−544.
Wu, S., Witten, I., & Franken, M. (2010). Utilizing lexical data from a web-derived corpus to expand productive collocation knowledge. ReCALL, 22(1), 83−102.
Yoon, C. (2016). Concordancers and dictionaries as problem-solving tools for ESL academic writing. Language Learning and Technology, 20(1), 209−229.
Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning and Technology, 18(1), 96−117.