摘要
数据驱动学习(data-driven learning,DDL)作为学习者在第二语言课堂中直接使用语料库的一种学习和教学方法,已被证明可以有效提高学习者掌握英语语言的能力(Boulton&Cobb,2017)。然而,我们对学习者如何使用DDL相关的材料或工具,以及DDL如何在英语以外的语言学习和教学中发挥作用的了解仍然有限。本研究旨在探讨六名汉语学习者使用基于索引行的书面材料学习汉语动词构式的认知过程。索引行材料为兰卡斯特普通话语料库中提取的完整句子(McEnery&Xiao,2004)。研究结果表明,学习者在查看索引行时采用了各种策略,尤其是总结和分类等认知策略。同时,个体学习者之间存在差异,更高频使用更多样化的策略的学习者能够成功地推断出规律,从而获得学习收益。本研究为教师使用DDL进行有效的教学指导提供了可行建议。
Data-driven learning(DDL),the direct use of corpus by learners in the second language classroom,has been shown to be effective in improving learners’acquisition of various English linguistic items(Boulton&Cobb,2017).However,it is still limited to our knowledge regarding how learners interact with DDL-related materials or tools and how DDL works in the learning/teaching of languages other than English.This study aims to closely examine the cognitive processes of six learners of Chinese in using printed concordance-based materials to learn Chinese resultative constructions.These materials contained adapted complete concordance sentences drawn from the Lancaster Corpus for Mandarin Chinese(McEnery&Xiao,2004).The results show that in general,learners employed various strategies when scrutinising the concordance lines,particularly cognitive strategies such as summarising and grouping.Differences among individual learners were also found:learners who used more diverse strategies with higher frequencies could successfully infer the regularities,which led to learning gains.The study provides some implications for effective teacher guidance in DDL.
作者
刘坦君
陈美林
Tanjun LIU;Meilin CHEN(Xi’an Jiaotong-Liverpool University;Hong Kong Baptist University)
