Boyoon Choi
IBLT
Summary Week 7
October 15, 2012
Jonathon Reinhardt (2010)
Reindardt (2010) discussed several works from
other people to demonstrate current issues on pedagogical application of
corpus-based theory. He stated that corpus linguistics have had no significant
impact on second language teaching. Also, he gave us explanations why L2
teaching does not reflect on it yet. By using Conard’s (2000) idea,
‘corpus-informed approaches have not made their way into L2 classrooms because
instructors have not been exposed to corpus-based findings or methods in their
own education and professional development’ (p.246). Moreover, the corpus that
mostly collected were what native speakers use, which means that it could have
affected second language learners make unreachable goals. However, it is
authentic so that researchers use L2 learner corpora to understand language
learning, and development.
Pascual Perez-Paredes et al. (2011)
In
this article, the use of corpus resources was tested to reflect the benefits
and limitations of using corpora to teach and learn language. The study was
conducted with two different groups, which was guided and non-guided. The
control group did not have previous training on how to use corpora whereas the
experimental group had training and guidance on how to use the corpora. Fiddler
logs was used to track how individuals used. They were to complete three
activities includes observe, search the corpus, and rewrite. For the results,
EG visited different websites to complete their tasks. Both group did not have
significant differences in results, however they seemed to prefer google.com,
and wordreference.com for any other helps that they needed. Students nowadays
are mostly digital natives that any kinds of tasks that they are face to, they
would be enjoying the technology to complete them.
Compare & Contrast
The Reindardt (2010) paper talked about ideas
and theories of corpus-informed L2 pedagogy in the state of past, current, and
future. It mostly focused on the importance of the history of the corpus, and
why it did not much reflected in the L2 Learning environment. On the other
hand, the Perez-Paredes et al. (2011) had study on its effectiveness and
limitations tested on guided group and non-guided group. In order to track those
groups’ individual, they used fiddler, which helped them to see all the result
that they had gotten. However, I did not see any point of doing the study by
Perez-Paredes. Since the result did not have significant differences between
groups or have strong argument to discuss with, it was something we all could
expect the result in general. Moreover, not being pessimistic but does it
really need to be researched in the future? If so, for what?
Clarification Questions
1. After reading
the articles, it seemed to me that the terms have similar and overlapped
meaning. Thus, the simple and basic question that I had was, what is the
biggest difference in CALL and DDL?
2. What is
difference between corpus and collocation?
3. Can collecting
enough data of individual’s performance represent his state of language
development?
Applied Questions
1. I just do not
get how to apply this into real classroom yet.
