DDL scaffolding for pre-tertiary learners: using a pedagogical corpus and interface

Data-driven learning (DDL) – an inductive corpus-based method for language learning offers a lot of advantages over the traditional method of instruction. One of them is the opportunity for co-constructive focus-on-form discovery learning of the target language in English classrooms. This study explores the process of DDL with pre-tertiary learners without an objective to measure learning outcomes. It collects interaction data from online collective and onsite one-to-one English lessons which use language examples from a pedagogical corpus and a search interface, both built by the teacher-researcher. The learners’ uptake of the concordance materials and the teacher talk for scaffolding are examined through textual analysis. In addition to investigating for theme and content, the researcher applies the Transitivity system of Systemic Functional Grammar. The analyses uncover patterns in the participants’ engagement. Some interesting conclusions made include the teacher’s push for form-meaning understanding and discursive act to make way for learner interactions, the learners’ disinclination to make use of the data evidence but observable ability to induce, and the existence of scaffolding gaps as emerging and stated by the learners. Overall, these findings signify the interactional and cognitive components in DDL which remain to be challenging for class application.

数据驱动学习（Data-driven Learning，DDL）——一种基于语料库的归纳式语言学习方法，相较于传统教学法具有诸多优势。其中之一是为英语课堂中目标语言的共建式聚焦形式发现学习提供了契机。本研究以高等教育前学习者为对象，探索DDL的实施过程，不旨在衡量学习成果。研究收集了线上集体课与线下一对一英语课的互动数据，这些课程使用的语言示例来自教师研究者构建的教学语料库及检索界面。通过文本分析，研究考察了学习者对语料库索引材料的吸收情况以及教师用于支架式教学的话语。除了主题与内容分析外，研究者还运用了系统功能语法（Systemic Functional Grammar）的及物性系统。分析揭示了参与者参与过程中的模式。研究得出的有趣结论包括：教师推动学习者理解形式与意义的关联，并通过话语行为为学习者互动创造空间；学习者虽不愿利用数据证据，但表现出可观察的归纳能力；以及学习者指出的支架式教学缺口的存在。总体而言，这些发现表明DDL中的互动与认知要素在课堂应用中仍存在挑战。