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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:

  • Dil ve Edebiyat Eğitimi Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

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.
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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.
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  • 7
116
131
  • English

REFERENCES

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