Data-driven learning

Abstract: In this chapter I shall describe and illustrate on-going work that attempts to synthesise two approaches to language teaching – one basically traditional, and the other more innovative. The setting for the work is the insession programme of classes offered by the English for Overseas Students Unit at the University of Birmingham to overseas postgraduate students following courses and undertaking research in a wide range of subjects, from Production Engineering to Special Education and from Accountancy to Theology. Students who need help and encouragement can choose from a programme of classes, some of which are defined in terms of language form (e.g., Remedial Grammar, Pronunciation) and others in terms of language function (e.g., Academic Writing, Social Interaction). The form/function distinction is, however, not adhered to rigidly, and in all classes it is the form/function relationship that is the ultimate object of study in terms of the rules that determine the interpretation of form and those that govern the realisation of function. Two examples may help to demonstrate the implications of Figure 1: 1. In the functionally defined academic writing class we emphasise the importance of indicating to the reader the extent to which the writer allies himself/herself with previous writers on the same topic, and in that context we look at the formal devices (e.g., syntactic choice of tense and lexical choice of reporting verb) by which that functional choice is realised.

Abstract: This study applied systematic meta-analytic procedures to summarize findings from experimental and quasi-experimental investigations into the effectiveness of using the tools and techniques of corpus linguistics for second language learning or use, here referred to as data-driven learning (DDL). Analysis of 64 separate studies representing 88 unique samples reporting sufficient data indicated that DDL approaches result in large overall effects for both control/experimental group comparisons (d = 0.95) and for pre/posttest designs (d = 1.50). Further investigation of moderator variables revealed that small effect sizes were generally tied to small sample sizes. Research has barely begun in some key areas, and durability/transfer of learning through delayed posttesting remains an area in need of further investigation. Although DDL research demonstrably improved over the period investigated, further changes in practice and reporting are recommended.

Abstract: Despite considerable research interest, data-driven learning (DDL) has not become part of mainstream teaching practice. It may be that technical aspects are too daunting for teachers and students, but there seems no reason why DDL in its early stages should not 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, and questionnaire responses are more favourable to the DDL activities.

Abstract: The potential for corpora in language learning has attracted a significant amount of attention in recent years, including in the form of data-driven learning (DDL). Careful not to appear to over-promote the field, enthusiasts have urged caution in its application, in particular with regard to lower-level learners, and have argued that extensive learner-training in corpus techniques is an essential condition for DDL to be successful. Such limits seem eminently reasonable, but there is a notable dearth of empirical studies to support them. This paper describes a simple experiment to see how lower-level learners cope with corpus data with no prior training. The language focus here is on linking adverbials in English, which are renowned to be difficult to teach using traditional methods. The subjects are 132 first-year students at an engineering college in France of roughly intermediate and lower levels of English. They were divided into random groups to compare their ability to deal with the target items using traditional sources (extracts from a bilingual dictionary or a grammar/usage manual) or corpus data (short contexts or truncated concordances). Performance was tested prior to the experiment, subsequently to check ability to use the different information sources as a reference, and later to test recall. No evidence was found that traditional sources promote better recall, and corpus data seemed to be more effective for reference purposes. While the results of any single experiment must be treated with caution, these findings suggest the need for more empirical studies to complement the theoretical arguments and qualitative data which currently dominate the discussions of DDL.