Using a Corpus-Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts

Autor/inn/en	Liu, Dilin; Jiang, Ping
Titel	Using a Corpus-Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts
Quelle	In: Modern Language Journal, 93 (2009) 1, S.61-78 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Grammar; Second Languages; Discovery Learning; Course Content; English (Second Language); Second Language Instruction; Teaching Methods; Foreign Countries; College Students; Instructional Effectiveness; Cognitive Style; Computational Linguistics; Semantics; Computer Uses in Education; China + Suchen Sie Ihr Suchwort? Grammatik; Second language; Zweitsprache; Entdeckendes Lernen; Kursprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Collegestudent; Unterrichtserfolg; Cognitive styles; Kognitiver Stil; Linguistics; Computerlinguistik; Semantik; Computernutzung
Abstract	This article reports on a study that examined the effects of integrating corpus and contextualized lexicogrammar in foreign and second language teaching. The study was conducted in English as a foreign language (EFL) and English as a second language (ESL) courses at 1 Chinese university and 2 U.S. universities, involving 244 participants (236 EFL/ESL students and 8 instructors). A variety of data was collected, including students' corpus search projects and reflection papers, teachers' lesson plans and teaching journals, and a poststudy assessment survey. A close analysis of the data reveals several positive effects of the approach, such as improved command of lexicogrammar, increased critical understanding of grammar, and enhanced discovery learning skills. It also reveals some challenges of corpus-based lexicogrammar learning, including the daunting difficulty many students feel in corpus analysis. The study also identifies some variables influencing learners' experience in using the approach, such as course content, student learning styles, and learning settings. Implications for pedagogy and further research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10