A Qualitative Analysis of EFL Learners' Discrimination of Near-Synonyms in a Data-Driven Learning Task

Autor/in	Kim, Miso
Titel	A Qualitative Analysis of EFL Learners' Discrimination of Near-Synonyms in a Data-Driven Learning Task
Quelle	In: English Teaching, 75 (2020) 3, S.25-47 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Task Analysis; Data Analysis; Computational Linguistics; Teaching Methods; Classification; Indexes; Definitions; Advanced Students; Cooperative Learning; Learning Strategies; Learning Activities; Graduate Students; Undergraduate Students; Korean; Native Language; Student Attitudes; Language Usage; Individual Differences + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Auswertung; Linguistics; Computerlinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Indexdatei; Begriffsbestimmung; Fortgeschrittener; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernaktivität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Koreanisch; Schülerverhalten; Sprachgebrauch; Individueller Unterschied
Abstract	The purpose of this study was to analyze six English as a Foreign Language (EFL) learners' trajectories of discriminating near-synonyms in a data-driven learning task. Since the learners find it considerably difficult to learn subtle meaning differences of near-synonyms, corpus-based data-driven learning may provide an opportunity for them to tackle their difficulties. The study materials guided the learners to identify the differences between the four pairs of near-synonyms, categorize the concordance lines based on their findings, and generalize the findings. The six participants had notably different trajectories of discriminating near-synonyms. The qualitative analysis of the trajectories showed a tendency that the intermediate learners focused on the meanings and found the correct answer without knowing the core meaning, and the advanced learners moved further to attend to structural differences and sometimes tested their previous knowledge on the concordance data. This study implies the need for careful guidance, collaborative group works, and strategy teaching in data-driven learning tasks. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01