Teaching Grammar and Vocabulary for the TOEIC Test with Corpora: The Case of Lower Intermediate Learners

Autor/in	Lin, Yen-Yu
Titel	Teaching Grammar and Vocabulary for the TOEIC Test with Corpora: The Case of Lower Intermediate Learners
Quelle	In: Taiwan Journal of TESOL, 20 (2023) 1, S.67-113 (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Grammar; Teaching Methods; Second Language Learning; English (Second Language); Language Tests; Second Language Instruction; Vocabulary Skills; Nonmajors; College Freshmen; Data Analysis; Language Proficiency; Computer Assisted Instruction; Conventional Instruction; Foreign Countries; Instructional Effectiveness; Student Attitudes; Cognitive Style; Independent Study; Computational Linguistics; Logical Thinking; Engineering Education; Computer Science Education; Taiwan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Fremdsprachenunterricht; Aktiver Wortschatz; Studienanfänger; Auswertung; Language skill; Language skills; Sprachkompetenz; Computer based training; Computerunterstützter Unterricht; Ausland; Unterrichtserfolg; Schülerverhalten; Cognitive styles; Kognitiver Stil; Selbststudium; Linguistics; Computerlinguistik; Ingenieurausbildung; Computer science lessons; Informatikunterricht
Abstract	This study examined the effectiveness of guided data-driven learning (DDL) activities on helping technological university students with a lower-intermediate proficiency level to learn grammar and vocabulary topics for the TOEIC test. The question of whether inductive learners make more progress than deductive learners was also addressed. A total of fifty-one non-English majors in a freshman English class participated in the study. Five computer-based and four paper-based DDL lessons were developed to increase students' awareness of the usage of particular grammar items and the distinction between three sets of synonyms. In order to determine the effects of the treatments, all the participants took pre-tests and immediate posttests. The results showed that there was a statistically significant difference between pre- and post-tests on grammar and vocabulary. However, inductive learners did not outperform deductive learners. As for students' perception of the treatments, it is noteworthy that they tended to take a neutral to less than positive attitude towards this DDL experience even though such an experience helped them significantly improve. The results suggested the existence of a gap between students' perceived satisfaction and their actual achievement. Pedagogical implications of these findings were discussed to improve the efficacy of DDL in Taiwan's EFL context. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01