{"title":"英语教师教育中的语料库:研究、整合与资源","authors":"Fiona Farr, Agnieszka Leńko-Szymańska","doi":"10.1002/tesq.3281","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Corpora in English Language Teacher Education: Research, Integration, and Resources\",\"authors\":\"Fiona Farr, Agnieszka Leńko-Szymańska\",\"doi\":\"10.1002/tesq.3281\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":48245,\"journal\":{\"name\":\"Tesol Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-11-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tesol Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1002/tesq.3281\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3281","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.