Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners

Autor/inn/en	Asik, Asuman; Vural, Arzu Sarlanoglu; Akpinar, Kadriye Dilek
Titel	Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners
Quelle	In: Journal of Education and Training Studies, 4 (2016) 3, S.67-96 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; College Students; Language Attitudes; Second Language Learning; English (Second Language); Lexicology; Mixed Methods Research; Questionnaires; Likert Scales; Focus Groups; Statistical Analysis; Positive Attitudes; Communicative Competence (Languages); Second Language Instruction; Word Frequency; Language Patterns; Vocabulary Development; Learning Strategies; Factor Analysis; Correlation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Sprachverhalten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Lexikologie; Fragebogen; Likert-Skala; Statistische Analyse; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fremdsprachenunterricht; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachmodell; Sprachstruktur; Wortschatzarbeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Faktorenanalyse; Korrelation; Türkei
Abstract	Data-driven learning (DDL) has become an innovative approach developed from corpus linguistics. It plays a significant role in the progression of foreign language pedagogy, since it offers learners plentiful authentic corpora examples that make them analyze language rules with the help of online corpora and concordancers. The present study attempts to reveal Turkish EFL learners' attitudes and beliefs about DDL instruction in terms of lexical awareness and development. A mixed method including a questionnaire and a focus group interview was used to gather data. The statistical analysis of the results indicated positive attitudes towards DDL instruction in terms of raising the depth of lexical awareness particularly for synonyms and collocations. However, participants reported that their awareness towards word frequency, idioms and vocabulary learning strategies did not increase satisfactorily. Negative attitudes were also observed due to technical problems of the software and time-consuming nature of doing tasks through corpus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01