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

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Issue Date
2008-10Author
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.pdfMetadata
Show full item recordAbstract
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.
ISSN
1094-3501Collections
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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