Walking the Walk? (Mis)alignment of EFL Teachers' Self-Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus-Based Language Pedagogy

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-01-05 DOI:10.1002/tesq.3299

Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho

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Abstract

Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service English language teacher trainees in developing both corpus literacy and corpus-based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self-reported corpus literacy skills, high intention to conduct corpus-based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus-based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary-age learners, and Vietnamese-specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice.

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走在路上？(EFL教师自称的语料库读写能力与他们规划和实施基于语料库的语言教学法的能力之间的（错误）协调

数据驱动学习（DDL）是语言教学研究中一个日益热门的领域，并逐渐被纳入全球教师教育计划。然而，评估受训教师（自我报告的）语料库素养及其对最终（并成功）将语料库纳入语言教学的影响，是一个持续存在的问题。本文探讨了越南在职英语师范生在发展语料库素养和语料库语言教学法技能方面的经验。研究发现，学员自我报告的高语料库素养技能、开展基于语料库的语言教学的高意向与他们在备课中将上述意向和素养转化为基于语料库的语言教学的可行想法的能力之间存在脱节。潜在的原因包括：难以将 DDL 纳入课程目标的概念化、为目标受众选择了不合适的语料库、为小学年龄的学习者规划 DDL 活动存在问题，以及主要围绕技术获取的越南特有问题。因此，我们提出了一些建议，以改进对 DDL 学员将 DDL 实际融入教学实践的评估。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.