The Effects of Utilizing Corpus Resources to Correct Collocation Errors in L2 Writing--Students' Performance, Corpus Use and Perceptions [Konferenzbericht] Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016).

Autor/in	Wu, Yi-ju
Titel	The Effects of Utilizing Corpus Resources to Correct Collocation Errors in L2 Writing--Students' Performance, Corpus Use and Perceptions [Konferenzbericht] Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016).
Quelle	(2016), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computational Linguistics; English (Second Language); Second Language Learning; Language Proficiency; North American English; Foreign Countries; Phrase Structure; Writing (Composition); Error Correction; Mixed Methods Research; Language Tests; Error Analysis (Language); Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Amerikanisches Englisch; Ausland; Phrasenstruktur; Schreibübung; Korrektur; Language test; Sprachtest; Error analysis; Language; Fehleranalyse; Schülerverhalten
Abstract	Data-Driven Learning (DDL), in which learners "confront [themselves] directly with the corpus data" (Johns, 2002, p. 108), has shown to be effective in collocation learning in L2 writing. Nevertheless, there have been only few research studies of this type examining the relationship between English proficiency and corpus consultation. The current study intends to fill the gap by investigating how 140 learners of three different levels of English proficiency from Taiwan utilized Corpus of Contemporary American English (COCA) to correct eight different types of collocation errors adapted from their writing. Data was obtained from three aspects: learners' collocation performance, learners' COCA use, and learners' evaluation toward COCA. A mixed-methods approach that included quantitative statistics and qualitative interviews was used. The results showed that even though learners of higher English proficiency performed better when using corpus, learners across all proficiency levels have improved collocation performance by 30%. Nevertheless, even though lower proficiency learners have received the same amount of assistance from corpus consultation, they did not think corpus as helpful as their higher proficiency fellows did. Teachers should not restrict the use of corpus to higher proficiency learners only because lower proficiency can also benefit from corpus use. [For the complete volume of short papers, see ED572005.] (As Provided).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01