Evaluating corpus use in language learning: State of play and future directions.
Evaluating corpus use in language learning: State of play and future directions.
复制标题
评估语言学习中的语料库使用：现状和未来方向。
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
A. Boulton
中科院分区：
文献类型：
--
作者：
A. Boulton
语言学习和教学中的许多讨论都围绕着两个主要问题：学什么和如何学。语料库语言学对前者产生了重大影响，因为出版商利用这些发现来为其教学大纲的语言内容提供信息。另一方面，尽管在研究文章和出版物方面有大量的产出，很少有教师和更少的学习者直接接触语言语料库本身。为了让这种意识渗透到最终用户，上游的主要参与者（出版商、软件开发者、政治家、学校、教师培训师等）必须确信语料库可以提供一些东西。虽然完善的理论论证表明潜力巨大，但令人惊讶的是缺乏经验证据（钱伯斯，2007年）。本文回顾了近50项研究，这些研究对语料库在语言学习中的使用提供了某种形式的评估。许多本质上是定性的，带来有用的见解，但在定义上仍然相当主观；然而，定量证据仍然很少。此外，关注的焦点往往是学习者和教师对语料库使用的态度，或者他们使用语料库技术的能力，而不是语料库使用的有效性。最后，剩下的研究往往分为两大类：一类是关于语料库作为参考工具的使用，特别是在书面生产（包括纠错）和翻译方面；还有少数几个研究的是语料库是否对语言学习本身有贡献——用Johns的话来说就是“数据驱动的学习”（例如1991年）。本文综合了迄今为止关于所有这些问题的研究成果，并认为考虑到所涉及的大量变量，迫切需要对数据驱动的语言学习进行更多的实证评估。只有这样，我们才能期望看到这些技巧成为主流语言教学实践的一部分。钱伯斯，A. 2007。普及语言学习者和教师的语料库咨询。《外语课堂中的语料库》，见E. Hidalgo、L. Quereda和J. Santana主编。阿姆斯特丹：Rodopi出版社，第3-16页。约翰，T. 1991。从打印输出到讲义：数据驱动学习下的语法和词汇教学。在T.约翰斯和P.金（编）课堂协和。《英语语言研究》第4期，第27-45页。
Much discussion in language learning and teaching revolves around two main questions: what to learn and how to learn it. Corpus linguistics has had a significant impact on the former, as publishers use the findings to inform the language content of their syllabuses. On the other hand, and despite significant output in terms of research articles and publications, few teachers and still fewer learners have had any direct contact with language corpora per se. For such awareness to filter down to the end users, the major players upstream (publishers, software developers, politicians, schools, teacher trainers, etc.) have to be convinced that corpora have something to offer. While well-developed theoretical arguments show the potential is considerable, empirical evidence is surprisingly lacking (Chambers 2007). This paper looks at nearly 50 studies which provide some form of evaluation of the use of corpora in language learning. Many are essentially qualitative, bringing useful insights but remaining by definition rather subjective; quantitative evidence, however, remains scarce. Furthermore, the focus is often on learners' and teachers' attitudes to the use of corpora, or on their ability to use corpus techniques, rather than on the effectiveness of corpus use. Finally, the remaining studies tend to divide into two main categories: those which are concerned with the use of corpora as a reference tool, especially in written production (including error-correction) and translation; and those few which actually look at whether corpora contribute to language learning itself – “data-driven learning”, to use Johns' term (e.g. 1991). This paper synthesises the research findings to date on all these questions, and argues that there is an urgent need for considerably more empirical evaluation of data-driven language learning, taking into account the large number of variables involved. Only then can we expect to see such techniques become part of mainstream language teaching and learning practices. Chambers, A. 2007. Popularising corpus consultation by language learners and teachers. In E. Hidalgo, L. Quereda & J. Santana (eds) Corpora in the Foreign Language Classroom. Amsterdam: Rodopi, p. 3-16. Johns, T. 1991. From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Johns and P. King (eds) Classroom Concordancing. English Language Research Journal 4, p. 27-45.