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dc.contributor.author | Tseng, Yuting![]() |
es_ES |
dc.contributor.author | Chang, Li-ping![]() |
es_ES |
dc.date.accessioned | 2024-07-24T09:42:01Z | |
dc.date.available | 2024-07-24T09:42:01Z | |
dc.date.issued | 2012-02-12 | |
dc.identifier.isbn | 9788413961316 | |
dc.identifier.uri | http://hdl.handle.net/10251/206569 | |
dc.description.abstract | [EN] The Data-Driven Learning (DDL) approach advocates a shift from passive knowledge recipients to active researchers among learners. This is achieved by utilizing abundant and context-rich target language inputs in a bottom-up learning process (Johns, 1990). Despite the scarcity of empirical research on the implementation of DDL in Chinese as a Second Language (CSL) classrooms, this study conducted a teaching experiment focused on confusable words to explore the approach's effects and learners' attitudes. Five advanced-level CSL learners from diverse native language backgrounds participated in the study, being taught ten sets of confusable words over a five-week period. The first five lessons employed an indirect DDL method, while the latter five utilized a direct DDL method with Sketch Engine. To evaluate the effectiveness of the DDL approach, a pre-test was administered prior to the course, followed by a post-test, a questionnaire, and one-on-one interviews after the completion of the course. The results of the post-test revealed an average improvement of 24% compared to the pre-test with statistical significance. Additionally, learners exhibited a positive attitude towards the course, expressing a preference for learning vocabulary through collocations and showing a desire to observe pre-selected concordance lines under the guidance of the instructor. | es_ES |
dc.format.extent | 5 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | EuroCALL 2023. CALL for all Languages - Short Papers | |
dc.rights | Reconocimiento - No comercial - Compartir igual (by-nc-sa) | es_ES |
dc.subject | Data-driven learning | es_ES |
dc.subject | Corpus | es_ES |
dc.subject | DDL instructional design | es_ES |
dc.subject | Chinese teaching | es_ES |
dc.subject | Empirical study | es_ES |
dc.title | A pilot study of data-driven learning approach in teaching Chinese vocabulary | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/EuroCALL2023.2023.16972 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Tseng, Y.; Chang, L. (2012). A pilot study of data-driven learning approach in teaching Chinese vocabulary. Editorial Universitat Politècnica de València. https://doi.org/10.4995/EuroCALL2023.2023.16972 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | EuroCALL 2023: CALL for all Languages | es_ES |
dc.relation.conferencedate | Agosto 15-18, 2023 | es_ES |
dc.relation.conferenceplace | Reykjavik, Islandia | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/EuroCALL/EuroCALL2023/paper/view/16972 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\16972 | es_ES |