Learner Corpora in Corpus-Informed Instruction: Moving Toward an Asset- and Genre-Based Model

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2023-12-26 DOI:10.1002/tesq.3293

Shelley Staples, Anh Dang, Hui Wang

引用次数: 0

Abstract

Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that “it is as important to see what learners can do as well as what they can't” when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).

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语料库启发式教学中的学习者语料库：迈向基于资产和体裁的模式

学习者语料库在语料库研究中被广泛用于识别学习者写作中的差距和错误，但很少直接用于语料库启发式教学（CII）。重要的是，CII 学者指出，在使用学习者语料库时，"既要看学习者能做什么，也要看他们不能做什么"（Boulton & Thomas, 2012; p.13）。学习者语料库还能更好地与学生的写作体裁保持一致（Seidlhofer，2002 年）。在我们的简要报告中，我们响应了 Lu、Casal 和 Liu（2021 年）关于加强体裁和语料库教学法协同作用的号召，研究了在英语作为附加语言（EAL）的一年级写作课堂上使用学习者语料库来提高学生的语言意识和体裁特定知识的影响。我们还超越了错误分析，鼓励以资产为基础的学习者 CII 模型（Staples，2022 年）。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.