Data-Driven Learning in English for Academic Purposes Class

Autor/in	Giampieri, Patrizia
Titel	Data-Driven Learning in English for Academic Purposes Class
Quelle	In: Language Learning in Higher Education, 10 (2020) 1, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2020-2006
Schlagwörter	Computational Linguistics; English for Academic Purposes; Translation; Undergraduate Students; Italian; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; Documentation; Writing (Composition); Grammar; Language Usage; Dictionaries; Sentence Structure; Error Analysis (Language); Teaching Methods; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Italienisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Dokumentation; Schreibübung; Grammatik; Sprachgebrauch; Dictionary; Wörterbuch; Satzbau; Satzstruktur; Error analysis; Language; Fehleranalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Italien
Abstract	This paper will present a translation project with second-year bachelor students together with some observational data. The students firstly translated an academic abstract from Italian (their first language) to English by using the language resources they were acquainted with. Then they translated a second abstract by using a pre-compiled offline corpus of academic articles. The paper findings highlight that the second translations were better as regards grammar and word choices, while sentence structures still showed influences of the students' first language. The students learnt that a corpus is a useful supplement to a dictionary, as a corpus may corroborate what the dictionary suggests. The report also highlights the importance of corpus analysis training in order to help users process corpus information, which otherwise might be perceived as "distracting". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01