Browsing by Subject "Concordance lines"

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    Corpus-aided language pedagogy
    (2015-02-13) Kazaz, İlknur
    This study investigated the effectiveness of the use of a concordance software and concordance lines as a pedagogical tool to learn the target vocabulary of a text book. The purpose of the study was to compare the effects of corpus-aided vocabulary instruction with traditional vocabulary teaching methods. This study also examined the extent to which students used the target vocabulary in paragraph writing exercises. Students’ perception as to the use of concordance lines in their vocabulary learning was explored as well. Eighty-two students from four intermediate level EFL classes at Karadeniz Technical University School of Foreign Languages participated in the study. The quantitative data were collected through the administration of three tests, three writing assignments and a student questionnaire. v The statistical analysis of the test results revealed that using concordance lines in vocabulary instruction was more effective and yielded higher scores when compared to traditional vocabulary instruction with the text book. Additionally, it was found that using concordance lines in learning the target vocabulary produced similar results when compared to using a text book in less controlled paragraph writing exercises. The analysis of the student questionnaire showed that the students had positive perception about using concordance lines in learning English vocabulary.
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    Corpus-based activities at lower levels of EFL proficiency : the effectiveness of using concordance lines on grammar learning
    (2011) Girgin, Ufuk
    This study investigated the effectiveness of using corpus-based activities on lower level EFL students’ learning of English grammar. The purpose of the study was to determine whether lower level EFL learners would be able to use corpusbased activities effectively in order to learn five target grammar structures of English. This study also explored the attitudes of those students towards using corpus-based activities in English grammar learning. Six intact lower level EFL classes at Erciyes University School of Foreign Languages participated in the study. The quantitative data were collected through the administration of three tests and an attitude questionnaire. The qualitative data were obtained through semi-structured interviews. The statistical analysis of the test results revealed that the students were able to use corpus-based activities effectively in the learning of the target grammar structures. Additionally, it was found that using corpus-based activities in the learning of the target grammar structures produced similar results when compared to using a course book. The analysis of the attitude questionnaire showed that the students held somewhat neutral attitudes towards using corpus-based activities in the learning of the five target grammar structures. However, the analysis of the student interviews revealed more positive attitudes towards using these sources in English grammar learning.