Literaturnachweis - Detailanzeige
| Autor/inn/en | Zare, Javad; Karimpour, Sedigheh; Aqajani Delavar, Khadijeh |
|---|---|
| Titel | Classroom Concordancing and English Academic Lecture Comprehension: An Implication of Data-Driven Learning |
| Quelle | In: Computer Assisted Language Learning, 36 (2023) 5-6, S.885-905 (21 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Zare, Javad) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0958-8221 |
| DOI | 10.1080/09588221.2021.1953081 |
| Schlagwörter | Classroom Communication; Discourse Analysis; Computational Linguistics; English for Academic Purposes; Second Language Learning; Majors (Students); Intervention; Comparative Analysis; Teaching Methods; Learning Analytics; Undergraduate Students; Language Tests; English (Second Language); Second Language Instruction; Scaffolding (Teaching Technique); Foreign Countries; Student Attitudes; Iran |
| Abstract | The purpose of the present study was to investigate if following data-driven learning (DDL) to raise the learners' awareness of discourse organizers through concordancing improves their comprehension of English academic lectures. To address this issue, the current study adopted a quasi-experimental (comparison group, pretest-posttest) design. 96 English-major university students, divided into comparison and intervention groups, took part in the study. Next, the students' awareness of importance markers, as discourse organizers, in authentic English academic lectures was raised. This involved nine one-hour sessions of explicit instruction on such expressions for the students in the comparison group. On the other hand, raising the intervention group students' awareness of such expressions involved working with a concordancer as a DDL approach with the help of a teacher. Drawing on an English academic lecture comprehension test, a self-assessment survey, and a free-response survey, the findings of the study showed that following DDL to raise the learners' awareness of discourse organizers through concordancing with the help of the teacher improves their comprehension of authentic English academic lectures significantly, but not from the learners' perspective. The study has pedagogical implications for language teaching, learning, and materials development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
