Abstract
Language corpora have many uses in language study, including for learners and other users of foreign languages in an approach that has come to be known as data-driven learning (DDL). This boils down to the learner’s ability to find answers to their questions by using software to access large collections of authentic texts relevant to their needs, as opposed to asking teachers or consulting ready-made reference materials. As such, not only do corpora contain the potential to answer many language questions, the consultation itself is likely to lead to improved language awareness and noticing. This chapter discusses the nature of corpora and their relevance in language learning, outlining the processes involved in DDL, and looks at the history and research development in the field from its beginnings to the present day, taking into account its limitations and gaps in our current knowledge with an eye to the future.
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Boulton, A. (2017). Data-Driven Learning and Language Pedagogy. In: Thorne, S., May, S. (eds) Language, Education and Technology. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02328-1_15-2
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DOI: https://doi.org/10.1007/978-3-319-02328-1_15-2
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Data-Driven Learning and Language Pedagogy- Published:
- 28 March 2017
DOI: https://doi.org/10.1007/978-3-319-02328-1_15-2
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Data-Driven Learning and Language Pedagogy- Published:
- 13 February 2017
DOI: https://doi.org/10.1007/978-3-319-02328-1_15-1