You are here

Learning theories in relation to corpus-informed language pedagogy: Looking for a sound ground

Öğrenme teorileri çerçevesinde derleme dayalı dil eğitimi: Sağlam bir teorik zemin arayışı

Journal Name:

Publication Year:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Bu teorik çalışma, ilgili literatürün derleme dayalı dil eğitiminin dayandırılabileceği uygun bir bilimsel çerçevenin eksikliğinden yola çıkmaktadır. Dil eğitimi uygulayıcıları, yabancı dil edinimiyle ilgili teorilerle ilgili az çok fikir yürütebilirler. Ancak, aşırı teknik içeriğinden dolayı, dil eğitimcileri derlem dilbiliminin sunduğu olanaklardan uzak duruyor olabilir. Bu çalışma, çok fazla teknik detaya girmeden, derleme dayalı dil eğitimi için pedagojik bir çerçeve oluşturarak dil eğitimcilerine yardımcı olmayı amaçlamaktadır. Bu konuda çok az sayıda çalışma olduğunu dikkate alarak, derleme dayalı dil eğitiminin pedagojik altyapısıyla ilgili sorular cevaplanmaya çalışılmıştır. Tartışmalar, derleme dayalı dil eğitimi ile yapılandırmacı öğrenme yaklaşımı arasında paralellikler olduğunu ortaya koymaktadır.
Abstract (Original Language): 
This theoretical study is based on the observation that literature lacks an appropriate framework on which corpus-informed language pedagogy will be safely built. Most of the language teaching practitioners are familiar with learning theories in general and second language learning theories in specific. However, too much technicality about corpus linguistics could be putting them off from making use of the facilities that corpus linguistics has to offer. This study aims at helping language teachers to construct a pedagogical rationale for corpus-informed language instruction without getting involved with too much technicality. Bearing in mind that there are very few studies focusing on this issue, this study tries to tackle the concern questioning the theoretical background underpinning corpus-informed language pedagogy. The discussion reveals a parallelism between corpus-informed language pedagogy and constructivist approach to human learning.
116
131

REFERENCES

References: 

Aarts, B. (2001). Corpus linguistics, Chomsky and fuzzy tree fragments. In C. Mair & M. Hundt (Eds.), Corpus linguistics and linguistic theory (pp. 5–13). Amsterdam: Rodopi.
Anthony, L. (2008). AntConc (Version 3.2.2) [Computer Software]. Tokyo: Waseda. University. Available from http://www.antlab.sci.waseda.ac.jp/.
Aston, G. C. (2011). Applied corpus linguistics and the learning experience. In V. Viana, S. Zuengler & G. Barnbrook (Eds.), Perspectives on corpus linguistics. Amsterdam: Benjamins. 1-16.
2013, Dil ve Edebiyat Eğitimi Dergisi, 2(7), 116-131
2013, Journal of Language and Literature Education, 2(7), 116-131.
129
Bernardini, S. (2004). Corpora in the classroom: An overview and some reflections on future developments. In J. Sinclair (Ed.), How to use corpora in language teaching (pp. 15–36). Amsterdam and Philadelphia, PA: John Benjamins.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Cobb, T. (1997). Is there any measurable learning from hands–on concordancing? System, 25(3), 301–315.
Davies, M. (2008-). The Corpus of Contemporary American English: 450 million words, 1990-present. Available online at http://corpus.byu.edu/coca/.
Dewey, J. (1897). My pedagogic creed. School Journal, 54, 77-80.
Fligelstone, S. (1993). Some reflections on teaching, from a corpus linguistics perspective. ICAME Journal, 17, 97–109.
Flowerdew, J. (1996). Concordancing in language learning. In M. Pennington, The Power of CALL (pp. 97–113). Houston/Texas: Athelstan.
Flowerdew, L. (2010). Corpus-driven Learning and Language Learning Theories. 10th Teaching and Language Corpora Conference. Warsaw, 11th-14th July 2012.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books
Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books.
Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition: Implications for mathematical development and instruction. American Psychologist, 50, 24–37.
Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44, 134–141. Honeyfield, J. (1989). A typology of exercises based on computer generated concordance material. Guidelines 11( 1), 42-50. Johns, T. (1986). Micro–Concord: A language learner’s research tool. System, 14(2), 151–62. Johns, T. (1991). Should you be persuaded: two samples of data-driven learning materials. In T. Johns, P. King (Eds.), Classroom Concordancing (pp. 1–16). ELR: Birmingham. Kennedy, C. & Miceli T. (2001). An evaluation of intermediate students’ approaches to corpus investigation. Language Learning & Technology, 5 (3), 77–90. Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. Englewood Cliffs. NJ: Prentice Hall.
Levy, M. (1990). Concordances and their integration into a word-processing environment for language learners. System, 18(2), 177-188.
Lefrancois, G. R. (2000). Theories of human learning. Stamford, CT: OR Stanford, CA: Wadsworth Thomson OR Pacific Grove, CA: Brooks Cole.
McEnery, T., & Wilson, A. (2001). Corpus Linguistics: An Introduction. Edinburgh: Edinburgh University Press.
2013, Dil ve Edebiyat Eğitimi Dergisi, 2(7), 116-131
2013, Journal of Language and Literature Education, 2(7), 116-131.
130
O’Keeffe, A., McCarthy, M. J. and Carter, R. A. (2007). From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175. Schmitt, D. & Schmitt, N. (2005). Focus on vocabulary: Mastering the academic word list. White Plains, NY: Pearson. Schunk, D. (2012). Learning theories: an educational perspective. Sydney: Pearson
Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411–436.
Sinclair, J. M. (2003). Reading concordances. London: Longman.
Skinner, B.F. (1984). The operational analysis of psychological terms. Behavioral and Brain Sciences, 7 (4), 547–81.
Swan, Michael (2005). Practical English Usage. Oxford: Oxford University Press. p. xviii.
Taylor, G. R. & MacKenney, L. (2008). Improving human learning in the classroom. Plymouth: Rowman & Littlefield Education.
Thorndike, E. L. (1913). Educational psychology: Vol. 2. The psychology of learning. New York: Teachers College Press.
Thorndike, E. (1972). The Fundamentals of Learning. New York: AMS Press Inc.
Voss J.F., Wiley, J., Carretero, M. (1995). Acquiring intellectual skills. Annual Review of Psychology, 46, 155-81. Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press
Watson, J. B. (1919). Psychology from the standpoint of a behaviorist. Philadelphia: Lippincott.
Yoon, H. & Hirvela, A. (2004). ESL Student attitudes towards corpus use in L2 writing. Journal of Second Language Writing, 13, 257–83. Yuksel, D. (2009). A Bakhtinian understanding of social constructivism in language teaching. Journal of Language and Linguistic Studies, 5 (1) 1-19.

Thank you for copying data from http://www.arastirmax.com