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Effect of the Blended Learning Approach on Teaching Corpus Use for Collocation Richness and Accuracy

  • Zexuan ChenEmail author
  • Jianli Jiao
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 1048)

Abstract

This study aims to explore whether the blended learning approach can be more effective in teaching students to use corpus for the purpose of collocation richness by pattern-hunting or for the purpose of collocation accuracy by pattern-refining. Two classes of students (n = 93) took part in the teaching experiment which lasted for 10 weeks. During which, students fulfilled pre-class assignments by using COCA (Corpus of Contemporary American English) to search for collocation on appointed words. Every pre-class searching task was followed with a sentence-making activity on Moodle forum, in which students were directed to post their writings and use corpus data as a reference to edit the language in their posts after considering feedback from 1Checker (a grammar checker), peers and the teacher. Analysis of students’ written outputs found that: firstly, the pre-class trainings on searching for collocation of assigned words are beneficial in helping students to master and consolidate the corpus retrieval skills; secondly, the in-class sentence-making activities assisted by corpus have provided opportunities for students to apply the skills of pattern-hunting while writing the 1st drafts, and apply the skill of pattern-refining while conducting peer review or editing the 2nd drafts. Therefore, a tentative conclusion could be drawn that the blended learning approach is beneficial in teaching students to use corpus effectively for pattern-hunting and pattern-refining, aiming at improving the richness and accuracy of collocation in their writings.

Keywords

Corpus use Blended learning Collocation accuracy Collocation richness 

Notes

Acknowledgement

My heartfelt thanks go to the anonymous reviewers for their invaluable feedbacks on earlier versions of this paper. This paper is funded by the Planned Projects of the 13th Five-Year Plan for Educational Science in Guangdong Province in 2018 (Grant No. 2018GXJK013) and the Key Projects of the 13th Five-Year Plan for Educational Science in Guangdong Province in 2018 (Grant No. 2018JKZ021).

Supplementary material

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.School of Foreign StudiesSouthern Medical UniversityGuangzhouChina
  2. 2.School of Information Technology in EducationSouth China Normal UniversityGuangzhouChina

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