Hostname: page-component-76fb5796d-x4r87 Total loading time: 0 Render date: 2024-04-26T09:03:25.331Z Has data issue: false hasContentIssue false
  • English
  • Français

Toward a pattern-based referencing tool: Learner interactions and perceptions

Published online by Cambridge University Press:  11 May 2020

Shu-Li Lai Open the ORCID record for Shu-Li Lai [Opens in a new window]  and
Jason S. Chang Open the ORCID record for Jason S. Chang [Opens in a new window]
Shu-Li Lai
Affiliation:
National Taipei University of Business, Taiwan (shulilai@ntub.edu.tw)
Jason S. Chang
Affiliation:
National Tsing Hua University, Taiwan (jschang@cs.nthu.edu.tw)
Get access Rights & Permissions [Opens in a new window]

Abstract

In this process-based study, we introduced a collocation tool with a new interface and advanced search features and examined how a class of EFL college students interacted with it. To elicit their tool consultation behaviors, a vocabulary test with collocation questions was designed. The students’ use of the tool to answer the vocabulary questions was screen-recorded for further analysis, serving as the major data source. One-on-one interviews with selected students were then conducted to clarify issues related to the study and their experience in using the tool. The findings indicated that the pattern-based tool was efficient in helping students solve collocation problems. This paper concludes with some pedagogical implications and suggestions for further research.

Keywords

pattern-based referencing toolcollocationcorpus consultationlearner interaction
Type
Regular papers
Information
ReCALL , Volume 32 , Issue 3 , September 2020 , pp. 272 - 290
Check for updates
Copyright
© European Association for Computer Assisted Language Learning 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Biber, D. (2012) Register as a predictor of linguistic variation. Corpus Linguistics and Linguistic Theory, 8(1): 9–37. https://doi.org/10.1515/cllt-2012-0002CrossRefGoogle Scholar
Biber, D., Conrad, S. & Reppen, R. (1998) Corpus linguistics: Investigating language structure and use. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511804489CrossRefGoogle Scholar
Boisson, J., Kao, T.-H., Wu, J.-C., Yen, T.-H. & Chang, J. S. (2013) Linggle: A web-scale linguistic search engine for words in context. In Schuetze, H., Fung, P. & Poesio, M. (eds.), Proceedings of the 51st Annual Meeting of the Association for Computational Linguistics. Sofia: Bulgaria, 139–144.Google Scholar
Boulton, A. (2008) Looking for empirical evidence of data-driven learning at lower levels. In Lewandowska-Tomaszczyk, B. (ed.), Corpus linguistics, computer tools, and applications: State of the art. Frankfurt: Peter Lang, 581–598.Google Scholar
Boulton, A. (2009) Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1): 37–54. https://doi.org/10.1017/S0958344009000068CrossRefGoogle Scholar
Boulton, A. (2010) Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3): 534–572. https://doi.org/10.1111/j.1467-9922.2010.00566.xCrossRefGoogle Scholar
Boulton, A. (2011) Data-driven learning: The perpetual enigma. In Goźdź-Roszkowski, S. (ed.), Explorations across languages and corpora. Frankfurt: Peter Lang, 563–580.Google Scholar
Boulton, A. (2017) Corpora in language teaching and learning. Language Teaching, 50(4): 483–506. https://doi.org/10.1017/S0261444817000167CrossRefGoogle Scholar
Boulton, A. & Cobb, T. (2017) Corpus use in language learning: A meta-analysis. Language Learning, 67(2): 348–393. https://doi.org/10.1111/lang.12224CrossRefGoogle Scholar
Brants, T. & Franz, A. (2006) Web 1T 5-gram Version 1. Philadelphia: Linguistic Data Consortium. https://catalog.ldc.upenn.edu/LDC2006T13Google Scholar
Chambers, A. & O’Sullivan, Í. (2004) Corpus consultation and advanced learners’ writing skills in French. ReCALL, 16(1): 158–172. https://doi.org/10.1017/S0958344004001211CrossRefGoogle Scholar
Chang, J. S. (2013) Introducing Linggle: From concordance to linguistic search engine. Proceedings of the 27th Pacific Asia Conference on Language, Information, and Computation. Taipei: National Chengchi University, 12–14.Google Scholar
Chang, J.-Y. (2014) The use of general and specialized corpora as reference sources for academic English writing: A case study. ReCALL, 26(2): 243–259. https://doi.org/10.1017/S0958344014000056CrossRefGoogle Scholar
Dolgova, N. & Mueller, C. (2019) How useful are corpus tools for error correction? Insights from learner data. Journal of English for Academic Purposes, 39: 97–108. https://doi.org/10.1016/j.jeap.2019.03.007CrossRefGoogle Scholar
Dörnyei, Z. (2005) Language learning strategies and student self-regulation. In Dörnyei, Z. (ed.), The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Lawrence Erlbaum Associates, 162–196.Google Scholar
Flowerdew, L. (2008) Corpora and context in professional writing. In Bhatia, V. K., Flowerdew, J. & Jones, R. H. (eds.), Advances in discourse studies. New York: Routledge, 115–127.Google Scholar
Frankenberg-Garcia, A. (2012) Learners’ use of corpus examples. International Journal of Lexicography, 25(3): 273–296. https://doi.org/10.1093/ijl/ecs011CrossRefGoogle Scholar
Frankenberg-Garcia, A. (2014) The use of corpus examples for language comprehension and production. ReCALL, 26(2): 128–146. https://doi.org/10.1017/S0958344014000093CrossRefGoogle Scholar
Frankenberg-Garcia, A. (2020) Combining user needs, lexicographic data and digital writing environments. Language Teaching, 53(1): 29–43. https://doi.org/10.1017/S0261444818000277CrossRefGoogle Scholar
Frankenberg-Garcia, A., Lew, R., Roberts, J. C., Rees, G. P. & Sharma, N. (2019) Developing a writing assistant to help EAP writers with collocations in real time. ReCALL, 31(1): 23–39. https://doi.org/10.1017/S0958344018000150CrossRefGoogle Scholar
Gabel, S. (2001) Over-indulgence and under-representation in interlanguage: Reflections on the utilization of concordancers in self-directed foreign language learning. Computer Assisted Language Learning, 14(3–4): 269–288. https://doi.org/10.1076/call.14.3.269.5792CrossRefGoogle Scholar
Gaskell, D. & Cobb, T. (2004) Can learners use concordance feedback for writing errors? System, 32(3): 301–319. https://doi.org/10.1016/j.system.2004.04.001CrossRefGoogle Scholar
Gilmore, A. (2009) Using online corpora to develop students’ writing skills. ELT Journal, 63(4): 363–372. https://doi.org/10.1093/elt/ccn056CrossRefGoogle Scholar
Hémard, D. (2003) Language learning online: Designing towards user acceptability. In Felix, U. (ed.), Language learning online: Towards best practice. Lisse: Swets & Zeitlinger, 21–46.Google Scholar
Hubbard, P. (2013) Making a case for learner training in technology enhanced language learning environment. CALICO Journal, 30(2): 163–178. https://doi.org/10.11139/cj.30.2.163-178CrossRefGoogle Scholar
Hyland, K. (2003) Second language writing. New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511667251CrossRefGoogle Scholar
Jeaco, S. (2017) Concordancing lexical primings: The rationale and design of a user-friendly corpus tool for English language teaching and self-tutoring based on the lexical priming theory of language. In Pace-Sigge, M. & Patterson, K. J. (eds.), Lexical priming: Applications and advances. Amsterdam: John Benjamins, 273–296. https://doi.org/10.1075/scl.79.11jeaGoogle Scholar
Johns, T. (1991) From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. English Language Research Journal, 4: 27–45.Google Scholar
Johns, T. F., Hsingchin, L. & Lixun, W. (2008) Integrating corpus-based CALL programs in teaching English through children’s literature. Computer Assisted Language Learning, 21(5): 483–506. https://doi.org/10.1080/09588220802448006CrossRefGoogle Scholar
Kennedy, C. & Miceli, T. (2001) An evaluation of intermediate students’ approaches to corpus investigation. Language Learning & Technology, 5(3): 77–90. https://doi.org/10125/44567Google Scholar
Kennedy, C. & Miceli, T. (2010) Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning & Technology, 14(1): 28–44. https://doi.org/10125/44201Google Scholar
Kilgarriff, A., Husák, M., McAdam, K., Rundell, M. & Rychlý, P. (2008) GDEX: Automatically finding good dictionary examples in a corpus. In Bernal, E. & DeCesaris, J. (eds.), Proceedings of the 13th EURALEX International Congress. Barcelona: Universitat Pompeu Fabra, 425–432.Google Scholar
Kilgarriff, A., Marcowitz, F., Smith, S. & Thomas, J. (2015) Corpora and language learning with the Sketch Engine and SKELL. Revue française de linguistique appliquée, 10(1): 61–80. https://doi.org/10.3917/rfla.201.0061CrossRefGoogle Scholar
Kirk, J. M. (2002) Teaching critical skills in corpus linguistics using the BNC. In Kettemann, B. & Marko, G. (eds.), Teaching and learning by doing corpus analysis. Amsterdam: Rodopi, 155–163. https://doi.org/10.1163/9789004334236_014CrossRefGoogle Scholar
Lai, S.-L. & Chen, H.-J. H. (2015) Dictionaries vs concordancers: Actual practice of the two different tools in EFL writing. Computer Assisted Language Learning, 28(4): 341–363, https://doi.org/10.1080/09588221.2013.839567CrossRefGoogle Scholar
Laufer, B. & Levitzky-Aviad, T. (2006) Examining the effectiveness of ‘Bilingual Dictionary Plus’: A dictionary for production in a foreign language. International Journal of Lexicography, 19(2): 135–155. https://doi.org/10.1093/ijl/eck006CrossRefGoogle Scholar
Laufer, B. & Waldman, T. (2011) Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2): 647–672. https://doi.org/10.1111/j.1467-9922.2010.00621.xCrossRefGoogle Scholar
Li, S. (2017) Using corpora to develop learners’ collocational competence. Language Learning & Technology, 21(3): 153–171. https://doi.org/10125/44625Google Scholar
Liou, H.-C. (2019) Learner concordancing for EFL college writing accuracy. English Teaching & Learning, 43: 165–188. https://doi.org/10.1007/S42321-019-00022-5CrossRefGoogle Scholar
Liou, H.-C., Chang, J. S., Chen, H.-J., Lin, C.-C., Liaw, M.-L., Gao, Z.-M., Jang, J.-S. R., Yeh, Y., Chuang, T. C. & You, G.-N. (2006) Corpora processing and computational scaffolding for a web-based English learning environment: The CANDLE project. CALICO Journal, 24(1): 77–95. https://doi.org/10.1558/cj.v24i1.77-95CrossRefGoogle Scholar
Liu, D. & Jiang, P. (2009) Using a corpus-based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. The Modern Language Journal, 93(1): 61–78. https://doi.org/10.1111/j.1540-4781.2009.00828.xCrossRefGoogle Scholar
Mizumoto, A. (2017) Initial evaluation of AWSuM: A pilot study. Vocabulary Learning and Instruction, 6(2): 46–51.Google Scholar
Nation, I. S. P. (2003) Learning vocabulary in another language (4th ed.). New York: Cambridge University Press.Google Scholar
Nesi, H. & Haill, R. (2002) A study of dictionary use by international students at a British university. International Journal of Lexicography, 15(4): 277–305. https://doi.org/10.1093/ijl/15.4.277CrossRefGoogle Scholar
O’Sullivan, Í. (2007) Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3): 269–286. https://doi.org/10.1017/S095834400700033XCrossRefGoogle Scholar
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. https://doi.org/10.1016/j.jslw.2006.01.002CrossRefGoogle Scholar
Oxford, R. L. (1990) Language learning strategies: What every teacher should know. New York: Newbury House.Google Scholar
Park, K. (2012) Learner–corpus interaction: A locus of microgenesis in corpus-assisted L2 writing. Applied Linguistics, 33(4): 361–385. https://doi.org/10.1093/applin/ams012CrossRefGoogle Scholar
Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J. M. & Aguado Jiménez, P. (2011) Tracking learners’ actual uses of corpora: Guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3): 233–253. https://doi.org/10.1080/09588221.2010.539978CrossRefGoogle Scholar
Quinn, C. (2015) Training L2 writers to reference corpora as a self-correction tool. ELT Journal, 69(2): 165–177. https://doi.org/10.1093/elt/ccu062CrossRefGoogle Scholar
Schmidt, R. (2001) Attention. In Robinson, P. (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press, 3–32. https://doi.org/10.1017/CBO9781139524780.003CrossRefGoogle Scholar
Sinclair, J. (2004) New evidence, new priorities, new attitudes. In Sinclair, J. M. (ed.), How to use corpora in language teaching. Amsterdam: John Benjamins, 271–299. https://doi.org/10.1075/scl.12.20sinCrossRefGoogle Scholar
Sun, Y.-C. (2003) Learning process, strategies and web-based concordancers: A case study. British Journal of Educational Technology, 34(5): 601–613. https://doi.org/10.1046/j.0007-1013.2003.00353.xCrossRefGoogle Scholar
Tarp, S., Fisker, K. & Sepstrup, P. (2017) L2 writing assistants and context-aware dictionaries: New challenges to lexicography. Lexikos, 27: 494–521. https://doi.org/10.5788/27-1-1412CrossRefGoogle Scholar
Tono, Y. (2000) On the effects of different types of electronic dictionary interfaces on L2 learners’ reference behavior in productive/receptive tasks. In Heid, U., Evert, S., Lehmann, E. & Rohrer, C. (eds.), Proceedings of the 9th EURALEX International Congress, EURALEX 2000. Stuttgart: Institut fur Maschinelle Sprachverarbeitung, Universität Stuttgart, 855–862.Google Scholar
Tono, Y., Satake, Y. & Miura, A. (2014) The effects of using corpora on revision tasks in L2 writing with coded error feedback. ReCALL, 26(2): 147–162. https://doi.org/10.1017/S095834401400007XCrossRefGoogle Scholar
Tribble, C. (2002) Corpora and corpus analysis: New windows on academic writing. In Flowerdew, J. (ed.), Academic discourse. Harlow: Longman, 131–149.Google Scholar
Wolter, B. & Gyllstad, H. (2011) Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics, 32(4): 430–449. https://doi.org/10.1093/applin/amr011CrossRefGoogle Scholar
Yoon, C. (2016) Concordancers and dictionaries as problem-solving tools for ESL academic writing. Language Learning & Technology, 20(1): 209–229. https://doi.org/10125/44453Google Scholar
Yoon, H. (2008) More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12(2): 31–48. https://doi.org/10125/44142Google Scholar
Yoon, H. & Hirvela, A. (2004) ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4): 257–283. https://doi.org/10.1016/j.jslw.2004.06.002CrossRefGoogle Scholar
Supplementary material: File

Lai and Chang supplementary material

Lai and Chang supplementary material

Download Lai and Chang supplementary material(File)
File 39.8 KB