Publisher statement: This is an Author's Original Manuscript of an article whose final and definitive form, has been published in the journal Computer Assisted Language Learning, June 2011, [copyright Taylor & Francis], available online at: http://www.tandfonline.com/. DOI: 10.1080/09588221.2011.557024
Bibliographical noteThe attached article is the author's uncorrected proof of the article. The published PDF of this article can be viewed by going to the publisher Taylor and Francis website at http://dx.doi.org/10.1080/09588221.2011.557024. Author's note: Significance: -
This research is linked to work on the construction and use of linguistic corpora being conducted by other members of the department. It consists of a study on data-driven (autonomous inductive and serendipitous) English learning, using corpora. Unlike many such studies, it describes work done with non-specialist English learners (majors in other subjects) The use of technology in the corpus construction process also means that valuable transferable skills are acquired by learners
The work was part of an action research plan which fed back into the author’s teaching practice in Taiwan, China and the UK. The wide distribution of the work means that quite apart from any citations it will by now have been implemented in classrooms around the world.
The research was a carefully planned qualitative study. Written work from participants and reflective feedback demonstrated that the approach was successful. Because of obvious syllabus/curricular constraints, it is often not easy to conduct action research of this kind on a large scale. However, 19 students out of 90 chose this coursework option over two other possibilities, so numbers were large enough to draw reasonable conclusions
Past work on DDL has concentrated on learner consultation of corpora. This study emphasizes the importance of corpus construction by learners, rather than just having them consult the corpus as a reference resource. In this way the language learners have a sense of ownership of the corpus created, and may be said to be learning in a process-driven rather than product-oriented fashion.
This study shows that construction and process-driven learning constitute an important strain of the data-driven learning model. It therefore makes a salient theoretical contribution.
This is an Author's Original Manuscript of an article whose final and definitive form, has been published in the journal Computer Assisted Language Learning, June 2011, [copyright Taylor & Francis], available online at: http://www.tandfonline.com/. DOI: 10.1080/09588221.2011.557024
- corpus construction