Learning process, strategies and web‐based concordancers: a case study

Yu‐Chih Sun

68 citations0/0 files storedBritish Journal of Educational Technology

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

Abstract The recent widespread use of web‐based concordancers seems to provide a promising mode for language teaching and learning, especially in the English as a foreign language (EFL) setting, because through concordancers students can easily gain exposure to a huge number of authentic and sorted language examples. This paper describes a case study of the learning process and strategies used by three Taiwanese college students in the concordancer setting. A web‐based concordancer was used to assist the participants while undertaking a proofreading activity. Think‐aloud protocol was used to collect their data. The results showed that the following four factors have influenced learners’ learning process and strategies in use: (1) prior knowledge, (2) cognitive skills, (3) teacher intervention and (4) concordancer skills.

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1994From printout to handout: Grammar and vocabulary teaching in the context of Data-driven Learning 1997Is there any measurable learning from hands-on concordancing?1999The importance of corpus-based research for language teachers 1993Concordancing as a tool in course design 1997Concordances in the classroom : a resource book for teachers 1998Towards Independent Concordance Work for Students: Lessons from a Case Study

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2014Training L2 writers to reference corpora as a self-correction tool 2012Learners’ search patterns during corpus-based focus-on-form activities 2020Toward the Establishment of a Data‐Driven Learning Model: Role of Learner Factors in Corpus‐Based Second Language Vocabulary Learning 2009Scaffolding and web concordancers as support for language learning 2016Integrating corpus tools and techniques in ESP courses 2013Dictionaries vs concordancers: actual practice of the two different tools in EFL writing 2015The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam

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