Corpora and Data-Driven Learning PDF

## Corpora and Data-Driven Learning - Have been applied for language learning since 1960s - **Indirect:** New teaching materials - Reference grammar - Actual language usage - **Direct:** Johns (direct corpus-based application) - DDL → usage-based grammar...

## Corpora and Data-Driven Learning - Have been applied for language learning since 1960s - **Indirect:** New teaching materials - Reference grammar - Actual language usage - **Direct:** Johns (direct corpus-based application) - DDL → usage-based grammar ## Four Principles of DDL - **Exposure** Specific linguistics to make generalizations - & creating rules - **Lexio-Grammar** Teaching grammar is intertwined with lexicon - **New View of Choices** That learners make among possible grammatical alternatives rather than purely formal accuracy - **Salient Input** Learners are independent in pattern-hunting and pattern-defining ## Inductive Approach - DDL → autonomy of the learners psychological relation to the process and the content of learning - A capacity for detachment, critical reflection, decision ## Content, Type of Task, Type of Feedback, Teacher's Role, Curriculum Lesson, Computer-Mediated | Content | Type of Task | Type of Feedback | Teacher's Role | Curriculum Lesson | Computer-Mediated | | :--- | :--- | :--- | :--- | :--- | :--- | | Restricted | Closed | Correct/Manizor/Exaged | Incorrect | Whole lesson | Separate lab | | | Text reconstruction | Grazed | | | | | | Drills | | | | | | | Closed test | | | | | | | Quizzes | Min Interaction | | | | | | | | | | | | Open | Simulations | Ling Development | | | | | | Games | | | | | | | Interacting with C | | | | | | | | | | | | | | | | | | | | | | | | | | | Integrated | | | | | | | | | | | | | | | | | | | | | | | | | | | | CALL | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ## Technology ~ Creativity - "Garden-variety" - **Creativity** Anything someone does in a way that is original to the creator and that is appropriate or the goal of the creator. - Intentionally limiting ourselves to human creativity. - **Original:** As long as the person is unaware of similar creation, independent on the context. - **Appropriate:** Works, doesn't matter if it's unconscious as long as it's meaningful to the creator. - Divergent thinking: Wide array of techniques for coming up with ideas. - **Ability:** To produce many (not necessarily correct) ideas, produce unusual and original (but, again, not necessarily workable ideas), and spin out elaborate variant of the idea. - Interesting, imaginative, and potentially creative ideas. - Guilford's 120 factors ## Grammar - **Grammar Teaching:** Explicit/implicit - Metalinguistic knowledge - Technologies → Learner-computer & interpersonal by self-discovery autonomy - **Four Pedagogies:** 1. Tutorial CALL (ICALL) 2. Intelligent CALL (DDL) 3. Data-driven learning (CMC) 4. Computer-mediated communication (CMC) ### Tutorial CALL - The role of tutor: Evaluating responses, presenting material - Early Model → Audiolingual; # mechanical practice; # repetition; # immediate feedback - Deductive method: Short sentence-based practice; isolated grammar; fill-in-the-blank; match or rank; small chunks ## Common Algorithms - **String-matching:** Doesn't distinct between different errors and types. Limited to yes/no questions. - **Pattern-mark up:** Comparison that is non-syntactic with the String stored. Searches for variation and Inversion. - **Short Coming:** Cannot explain an unanticipated error. - **Error anticipation:** Contrastive analysis L1&L2; association with a pre-defined error message; doesn't have generic feedback message. - **Short Coming:** Ill-formed are infinite. Computer needs to be more sophisticated. ## ICALL - **Large number:** Natural language processing (NLP); record of info for student construction model; contextual corrective feedback. - **Anticipated Nov:** Modified lang input to draw learner's attention between inter and target. ## Computer-mediated communication - Based on interpersonal communication—a crucial driving force in L2 (interactionist & sociocultural theory) - Provides: Similar to face-to-face classrooms. 1) clarification requests, feedback. 2) increased participation, improved learner attitudes. - **Nature of text-based:** Planning time; and revision & monitoring opportunity. ## Chapter 5 - Digital environment: Visual & auditory; Text. Reader should integrate info by modes to comprehend. - Web technology: Reading has a social dimension of instantaneous correctness. Text exchange & co-construction of understanding. - **SLA:** Cognitive linguistic, psycholinguistics adopted due to internet. - **Sociocultural approach:** - **Cognitive:** Noticing; working memory; automatization; activating prior knowledge - **Multimedia reading scaffold:** Online research - **Annotation** Affects vocabulary learning - **Noticing** Is significant in acquisition. ## Divergent Thinking Does Not Yield a Valid Creativity Score - Isn't a single skill - Doesn't measure creativity but helps us understand the nature of creativity. ## CALL - Warschauer & Healey: Three Phases of CALL | Phase | | | :--- | :--- | | Structural | | | Mainframe | | | Grammar | | | Translation | | | Audiolingual | | | Structural lang | | | Drill and practice | | | Accuracy | | | | | | :--- | :--- | | Communicative | | | PCS | | | Communicative [SIC] language teaching | | | Cognitive (mentally constructed | | | Communicative exercise | | | & Fluency | | | | | | :--- | :--- | | Integrative | | | Multimedia & net | | | Content-based ESP/EAP | | | Socio-cognitive (social interaction) | | | Authentic discourse | | | & agency | | ## Unclear Criteria - It can't divide between CIT & CALL ~ communicative CALL is no longer there - Communicative is being used as language teaching methodologists use it - The list doesn't mention any “communication.” ## Normalization - The stage when a technology is invisible, hardly even recognized and taken for granted ~ PALL & BALL - Early adopters: Ignorance/skepticism - Try Once: Try again - Rear/Aw: Normalizing ## Bax - Restricted CALL - Referring not only to a supposed underlying theory but also the actual software. - When teacher's role to feedback offered to students and other dimensions. ## Ideational Fluency - Quickly naming many different things that fit a specific category ~ Torrance test. - Divergent thinking & creativity became synonymous but divergent potentially leads to creative ideas; creativity is much more than that. ## Component of Divergent Thinking - **Fluency:** Number of different ideas - **Flexibility:** Variety among the ideas - **Originality:** How unusual the ideas are - **Elaboration:** Richness of detail in the ideas ## Fluency as a Raw Count - The number of items as long as they are made in some marginal ways related. No check on appropriatness. ## Hexibility, Originality, and Elaboration: - Originality give points based on the frequency of that idea on the list of other people who have taken the test. - A greater quantity ~ more high-quality ideas. - Downside: Scores of fluency correlate with other factors. ## Noticing - Compare reader performance: Computerized vs. traditional paper (CCTML) - **Cognitive theory of multimedia learning:** - Meaningful learning: Student 1) select suitable words and pictures, 2) organize them into coherent pictorial and verbal models, 3) integrate them with appropriate prior knowledge. - Similar info → better retention. - **Metacognize approach** (theoretical framework): New tech → change in L2 reading behavior (studies); strategies, decision-making, online-reading. - **Sociocultural Theories:** Mediation of understanding through a sociocultural milieu that learners are, 1) active constructors, 2) subskill not a series of individualistic, 3) active participation & interaction of learners. - **Cognizive:** Acquiring grammar through predetermined order. - **SIA:** Provides theory-based development; evaluation (commercial & academic CALL); Chapelle: pragmatic goal of marshalling pro knowledge; useful for creating learning opportunities.