Data-driven Learning: The Perpetual Challenge

Tim Johns

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Subtitles and Audiovisual Media

Abstract

For the practising teacher, the direct use of concordance data in language teaching poses a number of challenges: technical, linguistic, logistic, pedagogical and philosophical. My paper gives a brief outline of the development of data-driven learning (DDL), outlining some of the responses to those challenges, and pointing to alternative approaches such as Reciprocal Learning.

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2012‘Proper vocabulary and juicy collocations’: EAP students evaluate do-it-yourself corpus-building 2011Data-driven learning: the perpetual enigma.2007Checking Understandings: Comparing Textbooks and a Corpus of Spoken English in Hong Kong 2017Arabic-English Parallel Corpus: A New Resource for Translation Training and Language Teaching 2015John Swales's approach to pedagogy in Genre Analysis: A perspective from 25 years on 2007Issues in creating a corpus for EAP pedagogy and research 2010Using Google as a super corpus to drive written language learning: a comparison with the British National Corpus 2019Corpora and dictionaries as learning aids: inductive versus deductive approaches to constructing vocabulary knowledge

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