Innovation in Language Learning
From Theory to Practice: Training Teachers in Data Driven Learning for Classroom Applications
Khaoula Daoudi, University of Limerick (Ireland)
Abstract
The evolution of computerised corpora, these large databases of authentic language, has the potential to revolutionise the way the English language is described and analysed. In language pedagogy, the use of corpora is seen as an innovative method that provides examples of authentic language use and fosters learners’ autonomy. However, despite the promising potential, the role of corpora in the classroom is minimal and a large number of researchers are advocating the need for training (Breyer, 2009; Callies, 2019; Chambers, 2019; Leńko-Szymańska, 2017). This research aims at introducing the use of corpora to Algerian ESP teachers through a short in-service teacher training course that highlights the advantages of using corpora and provides practical applications on how to use them for a variety of activities that focus on the teaching/learning of specialised lexis. Thus, this paper reports on teachers’ perceptions towards the use of corpora and to what extent they think it can aid in teaching specialised lexis. To achieve this aim, a small-scale case study of Algerian ESP teachers was adopted, using a rich methodology of qualitative research tools. These research instruments included a pre-course questionnaire, a training course, a post-course questionnaire, and an interview. The preliminary analysis of the research tools was promising, suggesting an overall enthusiasm towards the method, perceived advantages, along with potential challenges. Such insights would help in enhancing teachers' experience with the use of corpora in the classroom as it would also suggest implications to bridge the research-practice gap and promote a wider implementation of corpora as an authentic language source.
Keywords: corpora, Data Driven Learning, training, perceptions.
References:
Breyer, Y. (2009) “Learning and teaching with corpora: Reflections by student teachers”. Computer Assisted Language Learning, 22(2): 153–172.
Callies, M. (2019).“Integrating corpus literacy into language teacher education”. Learner Corpora and Language Teaching, 92, 245.
Chambers, A. (2019) “Towards the corpus revolution? Bridging the research–practice gap”. Language Teaching, 52(4), 460–475.
Leńko-Szymańska, A. (2017) “Training teachers in data driven learning: Tackling the challenge”. Language Learning & Technology, 21(3), 217–241.
