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    The pedagogical mediation of a developmental learner corpus for classroom-based language instruction

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    Belz & Vyatkina 2008.pdf (295.6Kb)
    Issue Date
    2008-10
    Author
    Belz, Julie A.
    Vyatkina, Nina
    Publisher
    Language Learning and Technology
    Type
    Article
    Article Version
    Scholarly/refereed, publisher version
    Published Version
    llt.msu.edu/vol12num3/belzvyatkina.pdf
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    Abstract
    Although corpora have been used in language teaching for some time, few empirical studies explore their impact on learning outcomes. We provide a microgenetic account of learners’ responses to corpus-driven instructional units for German modal particles and pronominal da-compounds. The units are based on developmental corpus data produced by native speakers during interactions with the very learners for whom the units are designed. Thus, we address the issue of authentication in corpus-driven language pedagogy. Finally, we illustrate how an ethnographically supplemented developmental learner corpus may contribute to second language acquisition research via dense documentation of micro-changes in learners’ language use over time.
    Description
    The authors received the 2009 Paul Pimsleur Award for Research in Foreign Language Education from the American Council on the Teaching of Foreign Languages and the Modern Language Journal for this article.
    URI
    http://hdl.handle.net/1808/8687
    ISSN
    1094-3501
    Collections
    • German Scholarly Works [79]
    Citation
    Belz, J. A., & Vyatkina, N. (2008). The pedagogical mediation of a developmental learner corpus for classroom-based language instruction. Language Learning and Technology, 12(3), 33-52.

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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