英语教师教育中的语料库:研究、整合与资源

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2023-11-20 DOI:10.1002/tesq.3281
Fiona Farr, Agnieszka Leńko-Szymańska
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引用次数: 0

摘要

一段时间以来,人们一直在争论语料库语言学(CL)以数据驱动学习(DDL)的形式越来越成功地使用。Johns, 1991)在第二语言课堂中,教师教育计划必须通过提供必要的指导和触发来发挥核心作用。已经确定了将语料库整合到教师教育中的三种方法(Leńko-Szymańska, 2022):作为语言意识的工具,作为DDL的教学重点教学,以及作为一门成熟的CL课程。很难衡量这三种方法的有效性,因为我们只能依靠相对较少但不断增长的已发表的研究报告。当然,现有的研究基于相对较少的参与者,主要依靠通过问卷调查和自我报告收集的数据,很少追踪实习教师离开项目后教学的长期影响。也很难从这些描述中得出结论,因为它们深深植根于他们的机构课程和当地教师教育传统中。尽管如此,它们为本文的讨论提供了基础,本文提出了一个将教学CL融入语言教师教育计划的三方框架。这包括语料库素养、基于语料库的语言教学法和基于语料库的反思实践。此外,我们还提供了一些有用的已发布资源的摘要,这些资源可用于支持这样一个框架的集成。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Corpora in English Language Teacher Education: Research, Integration, and Resources
For some time, arguments have been made that for the increased successful use of corpus linguistics (CL), in the form of Data-Driven Learning (DDL; Johns, 1991) in the second language classroom, teacher education programs must play a central role by providing the necessary instruction and triggers. Three means of integrating corpora into teacher education have been identified (Leńko-Szymańska, 2022): as a tool for language awareness, as pedagogically-focussed instruction for DDL, and as a fully-fledged CL course. It is difficult to gauge the effectiveness of these three approaches because we can only rely on the relatively few, but growing, number of research studies that are published. Naturally, the existing studies are based on relatively small numbers of participants, rely mainly on data collected through questionnaires and self-reports, and rarely trace the extended effects of the instruction after the student teachers leave the programs. It is also hard to generalize from these accounts as they are deeply imbedded in their institutional curricula and their local teacher education traditions. Nonetheless, they provide a foundation for the discussion in this paper which proposes a tripartite framework for the integration of instructional CL into language teacher education programs. This consists of corpus literacies, corpus-based language pedagogy, and corpus-based reflective practice. In addition, we present a summary of some useful published resources that can be used to support the integration of such a framework.
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
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.
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