Toward the Establishment of a Data-Driven Learning Model: Role of Learner Factors in Corpus-Based Second Language Vocabulary Learning.

Autor/inn/en	Lee, Hansol; Warschauer, Mark; Lee, Jang Ho
Titel	Toward the Establishment of a Data-Driven Learning Model: Role of Learner Factors in Corpus-Based Second Language Vocabulary Learning.
Quelle	In: The modern language journal, 104 (2020) 2, S. 345-362 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Abbildungen 4; Anmerkungen 2; Tabellen 5
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0026-7902; 1540-4781
DOI	10.1111/modl.12634
Schlagwörter	Empirische Forschung; Gedächtnis; Lernmethode; Korpusanalyse; Wortschatz; Fremdsprachenunterricht; Vokabellernen; Englischunterricht; Korea
Abstract	The authors investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus-based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues (i.e., data-driven learning [DDL]). After measuring L2 vocabulary proficiency and working memory capacity, 35 South Korean college students performed a DDL activity during an English reading task using a think-aloud protocol to document their strategy use. Through this the authors identified participants' lexical inferencing strategy use, including DDL-focused strategies, based on qualitative coding. Using path analysis, the authors identified that participants' DDL-focused strategy use largely influenced their vocabulary acquisition and retention, highlighting the pedagogical advantages of these strategies for successful DDL. They found that participants' L2 vocabulary proficiency and working memory contributed to their vocabulary acquisition and retention, indicating the roles of these factors in managing cognitive load in DDL. Future investigation into the causal relationship between improved working memory and corpus-based L2 vocabulary learning and the role of other learner factors, including motivation and learning style, is needed to extend our understanding of DDL. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2