Literaturnachweis - Detailanzeige
Autor/in | Binkai, Jiao |
---|---|
Titel | An Empirical Study on Corpus-Driven English Vocabulary Learning in China |
Quelle | In: English Language Teaching, 5 (2012) 4, S.131-137 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1916-4742 |
Schlagwörter | Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Vocabulary Development; Student Centered Learning; Questionnaires; Instructional Effectiveness; Personal Autonomy; Computational Linguistics; Computer Software; College Students; China Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Wortschatzarbeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fragebogen; Unterrichtserfolg; Individuelle Autonomie; Linguistics; Computerlinguistik; Collegestudent |
Abstract | This paper focuses on the autonomous English vocabulary learning in corpus-based contexts. Language teaching practice is becoming more learner-centered in the field of language teaching, learner autonomy has been an ongoing concern of foreign language educators in china. As an assistant tool in language learning, corpus makes an easy and quick analysis of the greatest amounts of linguistic data possible, and the learners are provided with a new approach to learn a language independently. The empirical study explored the aspects in which corpus can be applied in English vocabulary learning were investigated and illustrated. At the end of the research, a questionnaire was designed and answered to test the effectiveness of the learning model. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |