چکیده:
In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers’ lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have been shown to be a problematic area of learning English as a foreign language due to their semantic opacity and structural differences between English and learners’ first languages. To examine the pedagogic potentiality of the use of corpus linguistics in the context of EFL, the present study aimed at comparing the effect of paper-based data-driven learning (DDL) activities, as a substitute for online DDL activities, with the activities designed based on dictionary entries in terms of their effect on learning phrasal verbs in both short and long run. To this end, the study adopted a quasi-experimental pretest posttest control group design. The analysis of the data collected through an immediate posttest as well as a delayed posttest showed that the DDL activities led to greater improvements by the participants. Based on the results of the study, it is argued that paper-based DDL activities can be used effectively in EFL classes to enhance learning and help learners to become more autonomous in their learning efforts.
خلاصه ماشینی:
To examine the pedagogic potentiality of the use of corpus linguistics in the context of EFL, the present study aimed at comparing the effect of paper-based data-driven learning (DDL) activities, as a substitute for online DDL activities, with the activities designed based on dictionary entries in terms of their effect on learning phrasal verbs in both short and long run.
Boulton’s (2010) research provided results suggesting that paper-based DDL material has its uses alongside dictionary as a traditional resource for comparatively low-level language ability learners and regular teachers with little or no training in corpus linguistics.
As an attempt in the same line of research, the present study was aimed at experimenting with paper-based DDL material along side dictionary resource material with lower intermediate learners over an extended period of treatment focusing on phrasal verbs.
In most of these studies, researchers have tried to demonstrate that how traditional vocabulary drills like gap-filling or matching exercises which have the added value of being based on authentic data drawn from corpus enable learners to get the meaning of vocabulary words by being exposed to multiple and at the same time novel contexts (Stevens, 1991; Thurstun & Candlin, 1998).
48 DISCUSSION The study focused on testing the difference between DDL and dictionary definitions in terms of their effect on learning figurative phrasal verbs which have been empirically shown to be challenging to Iranian language learners (Ghabanchi & Goudarzi, 2012) because of their syntactic and semantic complexities.