Cover not available

In:Beyond Concordance Lines: Corpora in language education
Edited by Pascual Pérez-Paredes and Geraldine Mark
[Studies in Corpus Linguistics 102] 2021
► pp. 177–206

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 8
Data-driven learning

Using #LancsBox in academic collocation learning

ORCiD logo with link | Xi’an Jiaotong-Liverpool University
Published online: 22 December 2021
DOI logo with link
https://doi.org/10.1075/scl.102.08liu
Abstract
This chapter investigates the effect of data-driven learning (DDL) by comparing the use of a new corpus tool, #LancsBox, with the use of a corpus-based collocations dictionary for academic collocation learning. Learners in the study improved their collocational knowledge by using #LancsBox, although not significantly. No improvement was found through consulting the collocations dictionary. The majority of learners believed that direct corpus consultation using concordance lines and collocation graphs facilitated their collocation learning, whereas learners in the dictionary group considered the use of a dictionary to be more beneficial for writing than learning collocations. Interestingly, learners from both groups reported that they would continue using the assigned tools in future language learning and teaching.
Article outline
  • Introduction
  • Academic collocations
    • Collocations for L2 learners
    • Teaching collocations
  • DDL and collocation learning
  • Rationale and research aims
  • Research design
    • Participants
    • Corpus-based tools
      • #LancsBox and the BAWE corpus
      • Oxford Collocations Dictionary
      • Collocation test
    • Procedure
      • Before the treatment
      • During the treatment
      • After the treatment
  • Results
    • RQ1: Do Chinese learners of English improve their academic collocation knowledge through DDL compared with the use of a corpus-based dictionary?
    • RQ2: Learners’ perceptions of using DDL and the use of a corpus-based dictionary for collocation learning
  • Discussion
  • Conclusion
  • Acknowledgements
  • Notes
  • References
  • Appendix
References (130)
References
Ackermann, K., & Chen, Y-H. (2013). Developing the Academic Collocation List (ACL)–A corpus-driven and expert-judged approach. Journal of English for Academic Purposes, 12(4), 235–247. Google Scholar logo with link to Google Scholar
Alsop, S., & Nesi, H. (2009). Issues in the development of the British Academic Written English (BAWE) corpus. Corpora, 4(1), 71–83. Google Scholar logo with link to Google Scholar
Anthony, L. (2019). Tools and strategies for Data-Driven Learning (DDL) in the EAP writing classroom. In K. Hyland & L. L. C. Wong (Eds.), Specialised English: New directions in ESP and EAP research and practice (pp. 179–194). Routledge. Google Scholar logo with link to Google Scholar
Aston, G. (2001). Learning with corpora: An overview. In G. Aston (Ed.), Learning with corpora (pp. 7–45). CLUEB.Google Scholar logo with link to Google Scholar
Baker, P. (2016). The shapes of collocation. International Journal of Corpus Linguistics, 21(2), 139–164. Google Scholar logo with link to Google Scholar
Baker, P., & McEnery, T. (2015). Who benefits when discourse gets democratised? Analysing a Twitter corpus around the British Benefits Street debate. In T. McEnery, & P. Baker (Eds.), Corpora and discourse studies (pp. 244–265). Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education 4(1), 1–13. Google Scholar logo with link to Google Scholar
Barfield, A., & Gyllstad, H. (2009). Introduction: Researching L2 collocation knowledge and development. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language-multiple interpretations (pp. 1–18). Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Bernardini, S. (2002). Exploring new directions for discovery learning. In B. Kettemann, & G. Marko (Eds.), Teaching and learning by doing corpus analysis (pp. 165–182). Rodopi.Google Scholar logo with link to Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Longman.Google Scholar logo with link to Google Scholar
Boers, F., Demecheleer, M., Coxhead, A., & Webb, S. (2014). Gauging the effects of exercises on verb-noun collocations. Language Teaching Research, 18(1), 54–74. Google Scholar logo with link to Google Scholar
Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83–110. Google Scholar logo with link to Google Scholar
Boers, F., & Webb, S. (2018). Teaching and learning collocation in adult second and foreign language learning. Language Teaching, 51(1), 77–89. Google Scholar logo with link to Google Scholar
Boulton, A. (2009a). Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1), 81–106 [URL].Google Scholar logo with link to Google Scholar
(2009b). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1), 37–51. Google Scholar logo with link to Google Scholar
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. Google Scholar logo with link to Google Scholar
Breyer, Y. A. (2011). Corpora in language teaching and learning: Potential, evaluation, challenges. Peter Lang.Google Scholar logo with link to Google Scholar
Brezina, V. (2012). Use of Google Scholar in corpus-driven EAP research. Journal of English for Academic Purposes, 11, 319–331. Google Scholar logo with link to Google Scholar
(2018). Collocation graphs and networks: Selected applications. In P. Cantos-Gómez & M. Almela-Sánchez (Eds.), Lexical collocation analysis: Advances and applications (pp. 59–83). Springer. Google Scholar logo with link to Google Scholar
Brezina, V., Mcenery, T., & Wattam, S. (2015). Collocations in context: A new perspective on collocation networks. International Journal of Corpus Linguistics, 20(2), 139–173. Google Scholar logo with link to Google Scholar
Brindle, A. (2016). The language of hate: A corpus linguistic analysis of white supremacist language. Routledge. Google Scholar logo with link to Google Scholar
Çelik, S. (2011). Developing collocational competence through web-based concordance activities. Novitas-ROYAL (Research on Youth and Language), 5(2), 273–286.Google Scholar logo with link to Google Scholar
Chambers, A. (2019). Towards the corpus revolution? Bridging the research–practice gap. Language Teaching, 52(4), 460–475. Google Scholar logo with link to Google Scholar
Chan, T., & Liou, H.-C. (2005). Effects of web-based concordancing instruction on EFL students’ learning of verb - noun collocations. Computer Assisted Language Learning, 18(3), 231–251. Google Scholar logo with link to Google Scholar
Charles, M. (2012). Proper vocabulary and juicy collocations: EAP students evaluate do-it-yourself corpus-building. English for Specific Purposes, 31(2), 93–102. Google Scholar logo with link to Google Scholar
(2018b). Introducing data-driven learning to PhD students for research writing purposes: A territory-wide project in Hong Kong. English for Specific Purposes, 50, 91–112. Google Scholar logo with link to Google Scholar
Chen, Y. (2016). Dictionary use for collocation production and retention: A CALL-based study dictionary. International Journal of Lexicography, 30(2), 225–251. Google Scholar logo with link to Google Scholar
Chon, Y. V., & Shin, D. (2013). A corpus-driven analysis of spoken and written academic collocations. Multimedia-Assisted Language Learning, 16(3), 11–38. Google Scholar logo with link to Google Scholar
Chujo, K., & Oghigian, K. (2012). DDL for EFL beginners: A report on student gains and views on paper-based concordancing and the role of L1. In J. Thomas, & A. Boulton (Eds.), Input, process and product: Developments in teaching and language corpora (pp. 170–183). Masaryk University Press.Google Scholar logo with link to Google Scholar
Cobb, T. (2019). From corpus to CALL: The use of technology in teaching and learning formulaic language. In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 192–210). Routledge.Google Scholar logo with link to Google Scholar
Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 478–497). Cambridge University Press. Google Scholar logo with link to Google Scholar
Collins-COBUILD English collocations dictionary. (1995). HarperCollins.Google Scholar logo with link to Google Scholar
Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than Nonformulaic language by native and Nonnative speakers? Applied Linguistics, 29(1), 72–89. Google Scholar logo with link to Google Scholar
Coxhead, A. (2018). Vocabulary and English for specific purposes research: Quantitative and qualitative perspectives. Routledge.Google Scholar logo with link to Google Scholar
Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16(3), 129–147. Google Scholar logo with link to Google Scholar
Cross, J., & Papp, S. (2008). Creativity in the use of verb + noun combinations by Chinese learners of English. In G. Gilquin, S. Papp, & M. Belén Díez-Bedmar (Eds.), Linking up contrastive and learner corpus research (pp. 55–81). Rodopi.Google Scholar logo with link to Google Scholar
Crosthwaite, P., Wong, L. L., & Cheung, J. (2019). Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning. ReCALL, 31(3), 255–275. Google Scholar logo with link to Google Scholar
Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130–144. Google Scholar logo with link to Google Scholar
Durrant, P. (2009). Investigating the viability of a collocation list for students of English for academic purposes. English for Specific Purposes, 28(3), 157–169. Google Scholar logo with link to Google Scholar
(2019). Formulaic language for English for academic purposes. In A. Siyanova-Chanturia, & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 174–191). Routledge.Google Scholar logo with link to Google Scholar
Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of collocations? IRAL – International Review of Applied Linguistics, 47(2), 157–177. Google Scholar logo with link to Google Scholar
Ebeling, S. O., & Hasselgård, H. (2015). Learners’ and native speakers’ use of recurrent word-combinations across disciplines. Bergen Language and Linguistics Studies, 6, 87–106. Google Scholar logo with link to Google Scholar
El-Dakhs, D. A. S., Ambreen, F., & Zaheer, M. (2019). The effect of textual enhancement on collocation learning: The case of Arab EFL learners. Electronic Journal of Foreign Language Teaching, 16(1), 114–139.Google Scholar logo with link to Google Scholar
Erman, B., & Warren, B. (2000). The idiom principle and the open choice principle. Text & Talk, 20(1), 29–62. Google Scholar logo with link to Google Scholar
Erten, İ. H., & Tekin, M. (2008). Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. System, 36(3), 407–422. Google Scholar logo with link to Google Scholar
Farr, F. (2010). How can corpora be used in teacher education? In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 648–660). Routledge. Google Scholar logo with link to Google Scholar
Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24(3), 369–383. Google Scholar logo with link to Google Scholar
Firth, J. R. (1957). Papers in linguistics, 1934–1951. Oxford University Press.Google Scholar logo with link to Google Scholar
Foster, P. (2001). Rules and routines: a consideration of their role in the task-based language production of native and non-native speakers. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 75–93). Longman.Google Scholar logo with link to Google Scholar
Frankenberg-Garcia, A. (2005). A peek into what today’s language learners as researchers actually do. International Journal of Lexicography, 18(3), 335–355. Google Scholar logo with link to Google Scholar
(2012). Learners’ use of corpus examples. International Journal of Lexicography, 25, 273–296. Google Scholar logo with link to Google Scholar
(2014). The use of corpus examples for language comprehension and production. ReCALL, 26, 128–146. Google Scholar logo with link to Google Scholar
Gablasova, D., Brezina, V., & McEnery, T. (2017). Collocations in corpus-based language learning research: Identifying, comparing, and interpreting the evidence. Language Learning, 67(1), 155–179. Google Scholar logo with link to Google Scholar
Gabrielatos, C. (2005). Corpora and language teaching: Just a fling, or wedding bells? Tesl-Ej, 8(4), 1–39.Google Scholar logo with link to Google Scholar
Geluso, J., & Yamaguchi, A. (2014). Discovering formulaic language through data-driven learning: Student attitudes and efficacy. ReCALL, 26(2), 225–242. Google Scholar logo with link to Google Scholar
Gilquin, G., & Granger, S. (2010). How can data-driven learning be used in language teaching? In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 359–370). Routledge. Google Scholar logo with link to Google Scholar
Gilquin, G., & Paquot, M. (2008). Too chatty: Learner academic writing and register variation. English Text Construction, 1(1), 41–61. Google Scholar logo with link to Google Scholar
Granger, S. (1998). Prefabricated patterns in advanced EFL writing: Collocations and formulae. In A. P. Cowie (Ed.), Phraseology: Theory, analysis, and applications (pp. 145–160). Oxford University Press.Google Scholar logo with link to Google Scholar
(2015). The contribution of learner corpora to reference and instructional material design. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 485–510). Cambridge University Press. Google Scholar logo with link to Google Scholar
Granger, S., & Bestgen, Y. (2014). The use of collocations by intermediate vs. advanced non-native writers: A bigram-based study. International Review of Applied Linguistics in Language Teaching, 52(3), 229–252. Google Scholar logo with link to Google Scholar
Granger, S., Dagneaux, E., Meunier, F., & Paquot, M. (2009). International Corpus of Learner English. Handbook and CD-ROM. Version 2. Presses Universitaires de Louvain.Google Scholar logo with link to Google Scholar
Granger, S., & Paquot, M. (2008). Disentangling the phraseological web. In S. Granger & F. Meunier (Eds.), Phraseology: An interdisciplinary perspective (pp. 27–50). John Benjamins. Google Scholar logo with link to Google Scholar
Henriksen, B. (2013). Research on L2 learners’ collocational competence and development –A progress report. In C. Bardel, C. Lindqvist, & B. Laufer (Eds.), L2 vocabulary acquisition, knowledge and use (pp. 29–56). Retrieved from [URL]
Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2), 163–183. Google Scholar logo with link to Google Scholar
Hunston, S. (2002). Corpora in applied linguistics. Cambridge University Press. Google Scholar logo with link to Google Scholar
Hyland, K. (2012). Bundles in academic discourse. Annual Review of Applied Linguistics, 32, 150–169. Google Scholar logo with link to Google Scholar
Johansson, S. (2009). Some thoughts on corpora and second language acquisition. In K. Aijmer (Ed.), Corpora and language teaching (pp. 33–44). John Benjamins. Google Scholar logo with link to Google Scholar
Johns, T. (1991). From print out to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Johns & P. King (Eds.), ELR Journal 4: Classroom concordancing (pp. 27–46). University of Birmingham.Google Scholar logo with link to Google Scholar
Jones, M., & Haywood, S. (2004). Facilitating the acquisition of formulaic sequences. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing, and use (pp. 269–300). John Benjamins. Google Scholar logo with link to Google Scholar
Kang, N. (2019). Effectiveness of collocation learning through a web-concordancer in a Korean EFL university course. Multimedia-Assisted Language Learning, 22(1), 41–84.Google Scholar logo with link to Google Scholar
Kennedy, C., & Miceli, T. (2001). Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning & Technology, 14(1), 28–44. [URL]Google Scholar logo with link to Google Scholar
Koosha, M., & Jafarpour, A. A. (2006). Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners. Asian EFL journal, 8(4), 192–209.Google Scholar logo with link to Google Scholar
Laufer, B. (2010). The contribution of dictionary use to the production and retention of collocations in a second language. International Journal of Lexicography, 24(1), 29–49. Google Scholar logo with link to Google Scholar
Laufer, B., & Waldman, T. (2011). Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2), 647–672. Google Scholar logo with link to Google Scholar
Lee, H., Warschauer, M., & Lee, J. H. (2018). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 1–34. Google Scholar logo with link to Google Scholar
Leńko-Szymańska, A. (2014). Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL, 26(2), 260–278. Google Scholar logo with link to Google Scholar
(2017). Training teachers in data driven learning: Tackling the challenge. Language Learning & Technology, 21(3), 217–241. [URL]
Lewis, M. (2000). Learning in the lexical approach. In L. Michael (Ed.), Teaching collocation: Further developments in the lexical approach (pp. 155–185). Heinle Cengage Learning.Google Scholar logo with link to Google Scholar
Li, J. and Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18, 85–102.
Li, J., & Schmitt, N. (2010). The development of collocation use in academic texts by advanced L2 learners: A multiple case study approach. In D. Wood (Ed.), Perspectives on formulaic language: Acquisition and communication (pp. 22–46). Continuum.Google Scholar logo with link to Google Scholar
Lin, M. H. (2016). Effects of corpus-aided language learning in the EFL grammar classroom: A case study of students’ learning attitudes and teachers’ perceptions in Taiwan. TESOL Quarterly, 50(4), 871–893. Google Scholar logo with link to Google Scholar
Liu, S., & Ma, Z. (2011). An empirical study on concordance-based English collocation teaching. International Journal of Education and Management Engineering, 1(4), 46–52. Google Scholar logo with link to Google Scholar
Luo, Q. (2016). The effects of data-driven learning activities on EFL learners’ writing development. SpringerPlus, 5, 1255. Google Scholar logo with link to Google Scholar
Lu, Y. (2017). A corpus study of collocation in Chinese learner English. Routledge.Google Scholar logo with link to Google Scholar
Martelli, A. (2007). Lexical collocations in learner English: A corpus-based approach. Edizioni dell’Orso.Google Scholar logo with link to Google Scholar
McEnery, T., & Hardie, A. (2011). Corpus linguistics: Method, theory and practice. Cambridge University Press. Google Scholar logo with link to Google Scholar
McEnery, T., & Xiao, R. (2011). What corpora can offer in language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 364–380). Routledge.Google Scholar logo with link to Google Scholar
McGee, I. (2012). Collocation dictionaries as inductive learning resources in data-driven learning – an analysis and evaluation. International Journal of Lexicography, 25(3), 319–361. Google Scholar logo with link to Google Scholar
McIntosh, C., Francis, B., & Poole, R. (Eds.) (2009). Oxford collocations dictionary for students of English (2nd ed.). Oxford University Press.Google Scholar logo with link to Google Scholar
Men, H. (2018). Vocabulary increase and collocation learning: A corpus-based cross-sectional study of Chinese learners of English. Springer. Google Scholar logo with link to Google Scholar
Meunier, F., & Gouverneur, C. (2007). The treatment of phraseology in ELT textbooks. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp. 119–139). Brill Rodopi. Google Scholar logo with link to Google Scholar
Naseri, E., & Khodabandeh, F. (2019). Comparing the impact of audio-visual input enhancement on collocation learning in traditional and mobile learning contexts. Applied Research on English Language, 8(3), 383–422. f36bGoogle Scholar logo with link to Google Scholar
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. Google Scholar logo with link to Google Scholar
Nesi, H. (2000). Electronic dictionaries in second language vocabulary comprehension and acquisition: The state of the art. In U. Heid, S. Evert, E. Lehmann, & C. Rohrer (Eds.), Proceedings of the Ninth Euralex International Congress, EURALEX 2000 (pp. 839–847). Universität Stuttgart.Google Scholar logo with link to Google Scholar
Nesselhauf, N. (2003). The use of collocations by advanced leaners of English and some implication for teaching. Applied Linguistics, 24(2), 233–242. Google Scholar logo with link to Google Scholar
O’Dell, F., & McCarthy, M. (2017). English collocations in use: How words work together for fluent and natural English, Advanced (2nd ed.). Cambridge University Press.Google Scholar logo with link to Google Scholar
O’Sullivan, Í., & Chambers, A. (2006). Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15(1), 49–68. Google Scholar logo with link to Google Scholar
Oxford advanced learner’s English-Chinese dictionary (4th ed.). (1997). Oxford University Press.Google Scholar logo with link to Google Scholar
Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J. M., & Jiménez, P. A. (2011). Tracking learnersʼ actual uses of corpora: guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3), 233–253. Google Scholar logo with link to Google Scholar
Peters, E., & Pauwels, P. (2015). Learning academic formulaic sequences. Journal of English for Academic Purposes, 20, 28–39. Google Scholar logo with link to Google Scholar
Pirmoradian, M., & Tabatabaei, O. (2012). The enhancement of lexical collocation learning through concordancing: A case of Iranian EFL learners. The Modern Journal of Applied Linguistics, 4(4), 185–200.
Rezaee, A. A., Marefat, H., & Saeedakhtar, A. (2015). Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning, 28(6), 532–549. Google Scholar logo with link to Google Scholar
Rundell, M. (Ed.) (2010). Macmillan collocations dictionary for learners of English (2nd ed.). Macmillan Education.Google Scholar logo with link to Google Scholar
Schaeffer-Lacroix, E. (2019). Barriers to trainee teachers’ corpus use. In P. Crosthwaite (Ed.), Data-driven learning for the next generation corpora and DDL for pre-tertiary learners (pp. 47–64). Routledge. Google Scholar logo with link to Google Scholar
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Schmitt, N., & Carter, R. (2004). Formulaic sequences in action. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 1–22). John Benjamins. Google Scholar logo with link to Google Scholar
Simpson-Vlach, R., & Ellis, N. C. (2010). An academic formulas list: New methods in phraseology research. Applied Linguistics, 31(4), 487–512. Google Scholar logo with link to Google Scholar
Siyanova, A., & Schmitt, N. (2008). L2 Learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64(3), 429–458. Google Scholar logo with link to Google Scholar
Siyanova-Chanturia, A. (2015). Collocation in beginner learner writing: A longitudinal study. System, 53, 148–160. Google Scholar logo with link to Google Scholar
Sripicharn, P. (2010). How can we prepare learners for using language corpora? In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 345–358). Routledge. Google Scholar logo with link to Google Scholar
Szudarski, P. (2019). Effects of data-driven learning on enhancing the phraseological knowledge of secondary school learners of L2 English. In P. Crosthwaite (Ed.), Data-driven learning for the next generation corpora and DDL for pre-tertiary learners (pp. 133–149). Routledge. Google Scholar logo with link to Google Scholar
Szudarski, P., & Carter, R. (2016). The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics, 26(2), 245–265. Google Scholar logo with link to Google Scholar
Taljard, E. (2016). Collocational information for terminological purposes. In T. Margalitadze & G. Meladze (Eds.), Proceedings of XVII EURALEX International Congress (pp. 553–560). Ivane Javakhishvili Tbilisi State University.Google Scholar logo with link to Google Scholar
Tono, Y. (2011). Application of eye-tracking in EFL learners’ dictionary look-up process research. International Journal of Lexicography, 24(1), 124–153. Google Scholar logo with link to Google Scholar
Tsai, K.-J. (2015). Profiling the collocation use in ELT textbooks and learner writing. Language Teaching Research, 19(6), 723–740. Google Scholar logo with link to Google Scholar
Uçar, S., & Yükselir, C. (2015). The effect of corpus-based activities on verb-noun collocations in EFL classes. Turkish Online Journal of Educational Technology, 14(2), 195–205.Google Scholar logo with link to Google Scholar
Underwood, G., Schmitt, N., & Galpin, A. (2004). The eyes have it: An eye-movement study into the processing of formulaic sequences. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 153–172). John Benjamins. Google Scholar logo with link to Google Scholar
Vyatkina, N. (2016a). Data-driven learning for beginners: The case of German verb-preposition collocations. ReCALL, 28(2), 207–226. Google Scholar logo with link to Google Scholar
(2016b). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning and Technology, 20(3), 159–179. [URL]
(2020). Corpora as open educational resources for language teaching. Foreign Language Annals, 53, 359–370. Google Scholar logo with link to Google Scholar
Vyatkina, N., & Boulton, A. (2017). Corpora in language learning and teaching. Language Learning and Technology, 21(3), 1–8. [URL]
Xiao, R. (2015). Collocations. In D. Biber, & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 106–124). Cambridge University Press. Google Scholar logo with link to Google Scholar
Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44(4), 647–668. [URL]. Google Scholar logo with link to Google Scholar
Yeh, Y., Liou, H.-C., & Li, H.-Y. (2007). Online synonym materials and concordancing for EFL college writing. Computer Assisted Language Learning, 20(2), 131–152. Google Scholar logo with link to Google Scholar
Yoon, H. (2008). More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12(2), 31–48. [URL]Google Scholar logo with link to Google Scholar
Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4), 257–283. Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

Jablonkai, Reka R.
2025. Input Enhancement and Input Flood in Data-Driven Learning. In The Palgrave Encyclopedia of Computer-Assisted Language Learning, ► pp. 1 ff. DOI logo
Liu, Tanjun & Dana Gablasova
2025. Data-driven learning of collocations by Chinese learners of English: a longitudinal perspective. Computer Assisted Language Learning 38:3 ► pp. 612 ff. DOI logo

This list is based on CrossRef data as of 1 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue