Concordance

1. Summary of 'Perez et. al (2011)'

This study proposes and discussed the use of online logs to research leaner's actual use of corpus-based resources, analyzing resources in an EFL context. The informants are advanced English as a EFL learners and divided into two group a control group (CG) and an experimental group (EG). The EG had access to explicit information and guidelines on the use of British National Corpus (BNC) web interface whereas CG had not a opportunity what a corpus is and how it can be used in class (Perez-Paredes et. al, 2011). To enrich understating of how corpus-based resources can be used to enhance langue learning and teaching, this study explores the direct observation of their interaction with corpora. The EG, guided-consolation group, did actually access the consolation guidelines and searched the corpus, the results provide data-driven learning (DDL) insight into the way learners interact with corpus-based resources. Moreover, exposure to a greater amount of information in EG did not affect negatively - guided consultation of corpus resources does not impair productivity as measured by the total number of activities completed by the learners. The results shows that skills and guidance are necessary when teachers take a corpus to the classroom because both the CG and EG realized it is difficult to use the corpora in their activities.

2. Summary of 'Jonathon Reinhardt (2010)'

In this study, Reinhardt proposes the corpus-based L2 teaching and discusses corpus-informed L2 pedagogy with ideas on how corpus linguistics might make more of an impact on L2 teaching in the future. Corpus linguistic introduce many revelations about the nature of language use and language learning. However, recently, these findings are not likely to had major impact on L2 teaching. As highrocketing to use computer through the few decades, rules of texts seems so much influenced by its context of use that registers can be understood to have their own grammars (Aston, 2001). The distinction between the lexicon and grammar is blurred so most of researchers have transformed their fields using corpus-based approaches their activities. Reinhardt explored the actual pedagogical application of corpus based theory. The early debate and discussions of this filed that were introduced as problem regarding its implementation in the classroom; ‘real language’, authenticity. Sinclair (1991) and others use the term ‘phraseology’ to refer to the corpus-informed conceptualization of language as prefabricated chunks or formulaic sequences that exhibit collocational (word-to-word) and colligational (word-to-syntax) tendencies. Sinclair has termed this approach the ‘idiom principle’ (1991), where each word in a text “is used in a common phraseology, meaning is attached to the whole phrase rather than the individual parts of it, and the hearer or reader understands the phrase as a phrase rather than as a grammatical template with lexical items in it” (Hunston, 2003, p. 143). The need to contextualize corpus data and incorporate language awareness principles became more apparent, and data-driven learning (DDL) was conceptualized more broadly. Moreover, the introduction of these kind of processes in the classroom should be steady. Contextualization of corpus data is crucial, and can be done by balancing bottom-up inductive methods with top-down, genre-focused instruction. Also, corpus-informed techniques should be combined with other approaches. While corpus-informed pedagogy revolve around language awareness, discovery learning, and discourse-functional approaches, these approaches encompass more than just corpus, and may demand that instructors and students think of language and learning in new ways.

3. Compare and Contrast

Reinhardt (2010) introduced diverse fascinating treatment of the theory, while Perez-Paredes et al (2011) presented research results that represent the data-driven learning (DDL) insight into the way learners interact with corpus-based resources. Even both studies take a positive attitude towards corpus-based L2 teaching but both cannot explain clearly about the positivity and effectiveness.

In this technology era, most learners born after 1980 part of their identity is integrated by practices with include a ‘tendency to multitask’ and an online ‘pattern of using the technologies to access and use information.’ We can no longer expect that learners who are ‘constantly connected’ refrain from seeking information on the Internet. Therefore, it is reasonable for a dictionary to include a list of strong collation, words that never collate perhaps as way to help learners avoid common mistakes.

4. Clarification Question

I read two studies but I think it is pretty confused the differences between corpus and concordance in L2 pedagogy.

5. Application Question

In Reinhardt (2010), he did not show the detail research questions or index for corpus-based L2 teaching research. I really would like to know the corpus-based task or questions for the students and how it works for their L2 learning exactly.