Designing a teaching activity for the English language driven by learners’ data
DOI:
https://doi.org/10.21165/el.v49i1.2568Keywords:
Learner Corpus, Data-Driven Learning, Task, PrepositionsAbstract
The purpose of this paper is to present a task designed to assist undergraduate students from a language teaching course in their process of learning English as a Foreign Language. To do so, their free compositions were compiled in a learner corpus in order to analyze how these students use some prepositions in English. Later, having gathered the information from corpus analysis with the aid of AntConc software, a task under the conceptual basis of Data-Driven Learning was developed to improve the use of such prepositions. As theoretical support, we referred to Granger (1998, 2002, 2013), Johns (1991, 1994), Berber Sardinha (2011) and Boulton (2010). Concerning the results of this study, it was possible to develop some tasks in which students played the role of a teacher to analyze, through corpus database, whether the prepositions shown by the concordance lines were appropriately used. Therefore, these findings suggest that Data-Driven Learning can contribute to the learning-teaching process of such prepositions in English because it provides the students with a more autonomous profile in relation to linguistics investigation.
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References
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