DDL: Reaching the parts other teaching can't reach?
Résumé
The potential applications of electronic corpora in language teaching and learning have received considerable attention in recent years, but their direct application to the classroom has not become part of mainstream practice. Indeed, the majority of published research in data-driven learning (DDL) focuses only on advanced learners using sophisticated equipment for complex language points. But there seems to be nothing essential about including all these ingredients from the start. In particular, DDL in early stages can eliminate the computer from the equation by using prepared materials on paper – considerably easier for the novice learner to deal with. This paper reports on a simple experiment to see how lower-level learners cope with such paper-based corpus materials and a DDL approach compared to more traditional teaching materials and practices. Pre- and post-tests show both are effective compared to control items, with the DDL items showing the biggest improvement. A questionnaire shows a favourable reaction to the activities. It is hoped that a larger body of empirical evidence will help DDL break out of its current research confines and into more mainstream teaching practices, especially if it can be shown that DDL has benefits for lower-level learners without expensive resources or extensive training. Simple materials of this sort, if they are seen to be effective, might counter a number of frequent objections to DDL, and contribute to greater awareness of its potential as they require little training, are easily shared, and can be incorporated into published materials.
Domaines
Linguistique
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