Article Sidebar

Submitted
July 19, 2017
Published
July 18, 2017
Download
PDF
Statistic
Read Counter : 789 Download : 711

Downloads

Download data is not yet available.

Main Article Content

Abstract

The present study presents the instructional procedures of the implementation of corpus-aided discovery learning and the extent to which corpus-aided discovery learning can create motivating and successful English grammar learning environment for EFL (English as a Foreign Language) students. Corpora promotes inductive learning in terms of that students not only acquire grammar by language data, observation and self-discovery of rules, but also find it entertaining and exciting to make grammar rule generalization on their own (Cheng, 2011; Hunston,2002). Drawing on data of a questionnaire and an interview, the students recounted that incorporating corpus-informed data into grammar learning was very satisfying and useful, and students can be sure that the language they are practicing is up-to-date, used in everyday situations. It is not artificial or invented language but consists of the most widely used grammar (McCarthy, 2004). In addition, language corpora helped students to learn about certain language uses that were not available in any of the traditional tools. Another finding shows that students understood how certain language forms were used by native speakers of English, and students revealed more positive attitude toward corpus in learning English grammar. The findings imply that corpus-informed data can be a means of encouraging autonomous learning, illustrating real uses of abstract rules, presenting authentic daily grammar, and promoting exploratory inductive learning. However, some students, especially inexperienced students, found learning grammar through corpus-informed data was difficult or boring.

Keywords

Corpus-aided discovery learning English grammar learning inductive learning

Article Details

How to Cite
Yanto, E. S., & Nugraha, S. I. (2017). The Implementation of Corpus-aided Discovery Learning in English Grammar Pedagogy. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 2(2), 66–83. https://doi.org/10.22236/JER_Vol2Issue2pp66-83
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Campoy, M. C., Cubillo, M. C. C., Belles-Fortuno, B., & Gea-Valor, M. L. (Eds.). (2010). Corpus-based approaches to English language teaching. A & C Black.
  2. Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL
  3. Quarterly, 25(3), 459-480.
  4. Cheng, W. (2011). Exploring corpus linguistics: Language in action. Oxon: Routledge.
  5. Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, New Jersey: Erlbaum.
  6. Girgin, U. (2011). Corpus-based activities at lower levels of EFL proficiency: The effectiveness of using concordance lines on grammar learning (Unpublished Master's Thesis). Bilkent University, Turkey.
  7. Hinkel, E., & Fotos, S. (Eds.) (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
  8. Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press
  9. Jean, G. & Simard, D. (2011). Grammar learning in English and French L2: Students' and teachers' beliefs and perceptions. Foreign Language Annals, 44(4), 465–492.
  10. Johns, T. (2002). Data-driven learning: The perpetual challenge. In B. Kettemann & G. Marko (Eds.), Teaching and learning by doing corpus linguistics (pp. 107-117). Amsterdam: Rodopi.
  11. Kolln, M. J., & Gray, L. S. (2009). Rhetorical grammar: Grammatical effects, rhetoric effects (6th ed.) New York: Pearson.
  12. Krashen, S. (1991). Seeking a role for grammar: A review of some recent studies. Foreign Language Annals, 32(2), 245-254.
  13. Krashen, S. (2011). Seeking a justification for skill-building. KOTESOL Proceedings, 13-20.
  14. Linquist, H. (2009). Corpus linguistics and the description of English. Edinburgh: Edinburgh University Press.
  15. Liu, D. (2011). Making grammar instruction more empowering: An exploratory case study of corpus use in the learning/teaching of grammar. Research in the Teaching of English, 45(4), 353-377.
  16. Liu, D., & Jiang, P. (2009). Using a corpus"based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. The Modern Language Journal, 93(1), 61-78.
  17. McCarthy, M. (2004). Touchstone: From corpus to course book. Cambridge University Press.
  18. McNamara, C. (1999). General guidelines for conducting interviews. Retrieved 13.01.2017, from http://www.managementhelp.org/evaluatn/intrview.htm.
  19. Micciche, L. R. (2004). Making a case for rhetorical grammar. College Composition and Communication, 55, 716-737.
  20. O'keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and
  21. language teaching. Cambridge University Press.
  22. Reppen, R. (2010). Using corpora in the language classroom. Cambridge University Press.
  23. Sardinha, T. B. (2012). Teaching grammar and corpora. The Encyclopedia of Applied Linguistics.
  24. Spiri, J. (2012). Corpora in English language teaching. In Widodo, H. P., & Cirocki, A. (Eds.), Innovation and Creativity in ELT Methodology (pp. 185-195). Nova Science Publishers.
  25. Sripicharn, P. (2012). Language corpora for EFL teachers: An exploration of English grammar through concordance lines. Procedia-Social and Behavioral Sciences, 64, 507-514.
  26. Widodo, H. (2006). Approaches and procedures for teaching grammar. English Teaching, 5(1), 121.
  27. Williams, M., & Burden, R. L. (1999). Students' developing conceptions of themselves as language learners. The Modern Language Journal, 83(2), 193-201.
  28. Yanto, E. S. & Kwary, D. A. (2012). Coping with limited resources for English language teaching and learning. Cambodia tesol.