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Corpus-Informed Pedagogy in a Language Course: Design, Implementation, and Evaluation

Corpus-Informed Pedagogy in a Language Course: Design, Implementation, and Evaluation

Nina Vyatkina
Copyright: © 2020 |Pages: 30
ISBN13: 9781799825913|ISBN10: 1799825914|ISBN13 Softcover: 9781799825920|EISBN13: 9781799825937
DOI: 10.4018/978-1-7998-2591-3.ch015
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MLA

Vyatkina, Nina. "Corpus-Informed Pedagogy in a Language Course: Design, Implementation, and Evaluation." New Technological Applications for Foreign and Second Language Learning and Teaching, edited by Mariusz Kruk and Mark Peterson, IGI Global, 2020, pp. 305-334. https://doi.org/10.4018/978-1-7998-2591-3.ch015

APA

Vyatkina, N. (2020). Corpus-Informed Pedagogy in a Language Course: Design, Implementation, and Evaluation. In M. Kruk & M. Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching (pp. 305-334). IGI Global. https://doi.org/10.4018/978-1-7998-2591-3.ch015

Chicago

Vyatkina, Nina. "Corpus-Informed Pedagogy in a Language Course: Design, Implementation, and Evaluation." In New Technological Applications for Foreign and Second Language Learning and Teaching, edited by Mariusz Kruk and Mark Peterson, 305-334. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2591-3.ch015

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Abstract

Data-Driven Learning (DDL), or a corpus-based method of language teaching and learning, has been developing rapidly since the turn of the century and has been shown to be effective and efficient. Nevertheless, DDL is still not widely used in regular classrooms for a number of reasons. One of them is that few workable pedagogical frameworks have been suggested for integrating DDL into language courses and curricula. This chapter describes an exemplar of a practical application of such a pedagogical framework to a high-intermediate university-level German as a foreign language course with a significant DDL component. The Design-Based Research approach is used as the main methodological framework. The chapter concludes with a discussion of wider pedagogical implications.

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