Saudi students’ attitudes towards the use of corpora in learning collocations اتجاهات الطلاب السعوديين نحو استخدام المتون اللغوية في تعلم المتلازمات اللفظية

Alruwaili, Awatif Katib

doi:10.21608/jsrep.2018.39209

Saudi students’ attitudes towards the use of corpora in learning collocations اتجاهات الطلاب السعوديين نحو استخدام المتون اللغوية في تعلم المتلازمات اللفظية

نوع المستند : بحوث فی مجال علم النفس والصحة النفسیة

المؤلف

Awatif Katib Alruwaili

College of Education and Arts, Northern Border University, Arar, Saudi Arabia

10.21608/jsrep.2018.39209

المستخلص

استخدمت لغويات المتون الحاسوبية لأکثر من ثلاثة عقود في تدريس اللغة الإنجليزية لکن الى الآن لم يصبح منهجا سائدًا لتعلم اللغة في الفصول الدراسية في المملکة العربية السعودية. هناک نقص في الدراسات المنشورة التي تبحث استخدام لغويات المتون الحاسوبية في تدريس اللغة الإنجليزية في السياق السعودي. ولمعالجة هذه الفجوة، قيمت هذه الدراسة استخدام لغويات المتون في الفصول الدراسية للغات الأجنبية (اللغة الإنجليزية) عن طريق دراسة مجموعة من الطلاب في جامعة الحدود الشمالية في المملکة العربية السعودية. على وجه التحديد، بحثت هذه الدراسة مواقف الطالبات نحو نهج التعلم القائم على البيانات (DDL) بشکل عام، واستخدام مورد ((AntConc، ومواد التعليم القائمة على concordance-based بشکل خاص والتي تم استنباطها باستخدام الاستبيانات والمقابلات المتعمقة.
تشير البيانات النوعية والکمية للدراسة إلى أن الطالبات بوجه عام لديهم مواقف إيجابية تجاه نهج DDL ويرون أنه مفيد لتطوير اللغة الإنجليزية، وزيادة الثقة والکفاءة في لغتهم الإنجليزية. تشير النتائج إلى أن الطالبات کانوا قادرين على تقديم تعميمات وتکيفات مفيدة لنهج DDL في التعامل مع خطوط التوافق. کانوا أيضا إيجابية تجاه نهج
Abstract
Corpus linguistics has been used for over three decades in language teaching but not until now has it become a mainstream approach to language learning in the classroom in Saudi Arabia. There is a lack of published studies that explore the use of corpora in teaching English in the Saudi context. To address this gap, the study evaluated the use of corpora in English foreign language (EFL) classrooms by examining a group of students at a Northern Border University in Saudi Arabia.Specifically, this study examined students’ attitudes towards the data-driven learning approach (DDL) in general, the use of a corpus resource (AntConc), and concordance-based materials in particular that were elicited using reflective forms and in-depth interviews.
The study’s qualitative and quantitative data indicate that overall, the students have positive attitudes towards the DDL approach and see it as beneficial to developing the English language; and increased confidence and proficiency of their English language. The results indicate that the students were able to make useful generalisations and adaptations of the DDL approach in dealing with concordance lines. They were also positive towards the DDL approach and were able to recognise the benefits for using it in learning collocations (verb–noun collocations).
DL وکانوا قادرين على التعرف على فوائد لاستخدامها في التعلم المتلازمات اللفظية (الفعل- الاسماء).

الكلمات الرئيسية

الموضوعات الرئيسية

بحوث تربوية

المراجع

Bernardini, S. (2004). Corpora in the classroom: an overview and some reflections on future developments. In: J. Sinclair (Ed.), How to use corpora in language teaching (pp.15-38). Amsterdam: John Benjamins Publishing company

Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London: Longman.

Boers, F., Demecheleer, M., Coxhead, A., & Webb, S. (2014). Gauging the effects of exercises on verb–noun collocations. Language Teaching Research, 18(1), 54-74.

Boulton, A., & Pérez-Paredes, P. (2014). Researching new uses of corpora for language teaching and learning. Editorial to ReCALL, 26(2), 121-127. DOI: 10.1017/S0958344014000068.

Boulton, A. (2010a). Data-driven learning: on paper, in practice. In: T. Harris & M. Moreno Jaen (Eds.), Corpus linguistics in language teaching (pp.17-52). Bern: Peter Lang.

Boulton, A. (2010b). Language awareness and medium-term benefits of corpus consultation. In A. Gimeno Sanz (Ed.), New Trends in Computer-Assisted Language Learning: Working Together (pp. 39-46). Madrid: Macmillan ELT.

Boulton, A. (2010c). Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3), 534-572.

Breyer, Y. (2009). Learning and teaching with corpora: Reflections by student teachers. Computer Assisted Language Learning, 22(2), 153–172.

Chambers, A. (2005). Integrating corpus consultation in language studies. Language learning & technology, 9(2), 111-125.

Chambers, A., & O’Sullivan, I. (2004). Corpus consultation and advanced learners’ writing skills in French. ReCALL, 16 (01), 158-172.

Chan, T. P., & Liou, H. C. (2005). Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning, 18(3), 231-251.

Cheng, W. (2012). What can a corpus tell us about language teaching?. In: A. O’keeffe & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 319-332). Oxon: Routledge.

Cheng, W., Warren, M., & Xun-feng, X. (2003). The language learner as language researcher: Putting corpus linguistics on the timetable. System, 31, 173–186.

Cobb, T. (1997). Is there any measurable learning from hands-on concordancing?. System, 25(3), 301-315.

Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 478-797). Cambridge, UK: Cambridge University Press.

Cohen, L, Manion, L., & Morrison, K. (2011). Research methods in education (5th ed.). New York: Routledge.

Cresswell, A. (2007). Getting to know connectors? Evaluating data-driven learning in a writing skills course. Language and Computers, 61(1), 267-287.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.

Farr, F. (2008). Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users. Language Awareness, 17(1), 25–43.

Frankenberg-Garcia, A. (2012). Raising teachers’ awareness of corpora. Language Teaching, 45(4), 475–489.

Fox, G. (1998) Using corpus data in classroom. In: Tomlinson, B. (Ed.) Materials development in language teaching (pp. 25-43). Cambridge: Cambridge University Press.

Gavioli, L. (2005). Exploring corpora for ESP learning. Amsterdam: Benjamins.

Geluso, J., & Yamaguchi, A. (2014). Discovering formulaic language through data- driven learning: Student attitudes and efficacy. ReCALL, 26(02), 225-242.

Götz, S., & Mukherjee, J. (2006). Evaluation of data-driven learning in university teaching: A project report. In S. Braun, K. Kohn, & J. Mukherjee (Eds.), Corpus Technology and Language Pedagogy: New Resources, New Tools, New Methods (pp. 49-67). Frankfurt: Peter Lang.

Granath, S. (2009). Who benefits from learning how to use corpora?. In: K. Aijmer (Ed.), Corpora and language teaching (pp. 33-47) Amsterdam: John Benjamins Publishing Company.

Hafner, C. A., & Candlin, C. N. (2007). Corpus tools as an affordance to learning in professional legal education. Journal of English for Academic Purposes, 6(4), 303- 318.

Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.

Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., Horst, H., Lange, P., Mahendran, D., Martínez, K., Pascoe, C., Dan Perkel, D., Robinson, L., Sims, C., & Tripp, L. (Eds.). (2009). Hanging out, messing around, and geeking out: Living and learning with new media. Cambridge, MA: The MIT Press.

Johns, T., & King, P. (1991). Classroom Concordancing. English Language Research Journal, 4, 1-16.

Johns, T. (1986). Microconcord: A language-learner’s research tool. System, 14(2), 151-162.

Johns, T. (1991a). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. English Language Research Journal, 4, 27-45.

Johns, T. (1991b). Should you be persuaded: Two examples of data-driven learning. ELR Journal, 4, 1-16.

Johns, T. (2002). Data-Driven Learning: The Perpetual Challenge. In B. Kettemann & G. Marko, (Eds.), Teaching and Learning by Doing Corpus Analysis (pp. 107-117). Amsterdam: Rodopi.

Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students’ approaches to corpus investigation. Language learning & technology, 5(3), 77-90.

Laufer, B., & Waldman, T. (2011). Verb‐Noun Collocations in Second Language Writing: A Corpus Analysis of Learners’ English. Language Learning, 61(2), 647- 672.

Lavid, J. (2007). Contrastive patterns of mental transitivity in English and Spanish: A studentcentred corpus-based study. In E. Hidalgo, L. Quereda & J. Santana (Eds.), Corpora in the foreign language classroom (pp. 237–252). Amsterdam: Rodopi.

Leńko-Szymańska, A., & Boulton, A. (2015). Data-driven learning in language pedagogy. In A. Leńko-Szymańska & A. Boulton (Eds.), Multiple Affordances of Language Corpora for Data-driven Learning (pp. 1-14). Amsterdam: John Benjamins Publishing Company.

Moore, N. (2000). How to do research: The Complete Guide to Designing and Managing research projects (3rd ed.). London: Library Association Publishing.

Nation, I. S. (2013). Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge university press.

Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam: John Benjamins Publishing Company.

O'Sullivan, Í., & Chambers, A. (2006). Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of second language writing, 15(1), 49-68.

Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J. M., & Jiménez, P. A. (2011). Tracking learners' actual uses of corpora: guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3), 233-253.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge university press.

Richards, K. (2003). Qualitative inquiry in TESOL. UK: Palgrave Macmillan.

Sinclair, J. (1999). A way with common words. In H. Hasselgard & S. Oksefjell (Eds.), out of corpora: studies in Honour of Stig Johansson (pp. 157-179). Amsterdam: Rodopi.

Sinclair, J. (2003). Reading Concordances: An Introduction. London: Longman.

Sinclair, J. (Ed.). (1987). Looking Up: An Account of the Cobuild Project in Lexical Computing. London: Collins.

Smart, J. (2014). The role of guided induction in paper-based data-driven learning. ReCALL, 26(2): 184–201.

Sun, Y-C., & Wang, L-Y. (2003). Concordancers in the EFL classroom: cognitive approaches and collocation difficulty. CALL, 16(1), 83-94.

Varley, S. (2009). I'll just look that up in the concordancer: integrating corpus consultation into the language learning environment. Computer Assisted Language Learning, 22(2), 133-152.

Vyatkina, N. (2016a). Data-driven learning for beginners: The case of German verb- preposition collocations. ReCALL, 28(2), 207-226.

Vyatkina, N. (2016b). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning and Technology, 20(3), 159-179.

Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44(4), 647-668.

Yoon, H. (2008). More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12, 31-49. Retrieved from http:// llt.msu.edu/vol12num2/yoon.pdf.

Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of second language writing, 13(4), 257-283.