Corpora and Dictionaries as Learning Aids: Inductive versus Deductive Approaches to Constructing Vocabulary Knowledge

Autor/in	Tsai, Kuei-Ju
Titel	Corpora and Dictionaries as Learning Aids: Inductive versus Deductive Approaches to Constructing Vocabulary Knowledge
Quelle	In: Computer Assisted Language Learning, 32 (2019) 8, S.805-826 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Kuei-Ju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1527366
Schlagwörter	Dictionaries; Computational Linguistics; Second Language Learning; Second Language Instruction; Vocabulary Development; Logical Thinking; Grammar; Language Patterns; Retention (Psychology); Phrase Structure; Protocol Analysis; English (Second Language); Teaching Methods; Foreign Countries; Word Lists; Comparative Analysis; Language Tests; Scores; Taiwan + Suchen Sie Ihr Suchwort? Dictionary; Wörterbuch; Linguistics; Computerlinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Grammatik; Sprachmodell; Sprachstruktur; Merkfähigkeit; Phrasenstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Wortliste; Language test; Sprachtest
Abstract	Corpora are well-known for the affordance to make linguistic regularities salient. Since the coinage of the term 'data-driven learning' (DDL) in the 1990s, much has been done to investigate the effects of DDL on learning vocabulary, most notably lexico-grammatical patterns. However, less researched is how learners construct vocabulary knowledge from scratch with DDL approaches. While generalizing recurring lexico-grammatical patterns is relatively straightforward, deducing meanings of unknown words from truncated concordances can be challenging. In this exploratory study, learners constructed knowledge of new words with the inductive approach or deductive one; and their retention of word knowledge was measured holistically using a word knowledge framework. The ways in which learners availed themselves of corpus data in the construction of word knowledge were also examined. The results provide evidence that the inductive approach is more conducive to developing collocational knowledge; and the deductive approach provides the opportunity to consolidate definitional knowledge of the newly acquired words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01