El potencial de la enseñanza del vocabulario basada en corpus

Optimismo con precaución

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

A great deal of discussion among applied linguists has centred in recent years on the potential of corpus-based vocabulary instruction (also referred to as data-driven learning or DDL; Boulton 2010a). Research in this area draws on and is relevant to applied corpus linguistics as well as second-language (L2) pedagogy and second language acquisition. Though there is certainly potential for DDL research to inform L2 vocabulary teaching practice, as described in detail in this article, the empirical studies of DDL have fallen short both theoretically and methodologically. Despite these limitations, we see potential in DDL to inform L2 pedagogy and to both draw from and contribute to SLA theory. For these reasons, this article also includes a discussion of how and when Spanish L2 teachers might consider adopting DDL techniques in their classrooms.

Original languageSpanish
Pages (from-to)140-151
Number of pages12
JournalJournal of Spanish Language Teaching
Volume2
Issue number2
DOIs
StatePublished - 2015

Fingerprint

research method
vocabulary
language acquisition
teaching practice
instruction
linguistics
classroom
teacher
language
learning
Research Methods
Data-driven Learning
Pedagogy
Vocabulary
Teaching
Language
Vocabulary Instruction
Empirical Study
Corpus Linguistics
L2 Spanish

Keywords

  • Corpus
  • Data-driven learning (DDL)
  • Research methods
  • Spanish
  • Vocabulary

ASJC Scopus subject areas

  • Education
  • Linguistics and Language
  • Language and Linguistics

Cite this

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title = "El potencial de la ense{\~n}anza del vocabulario basada en corpus: Optimismo con precauci{\'o}n",
abstract = "A great deal of discussion among applied linguists has centred in recent years on the potential of corpus-based vocabulary instruction (also referred to as data-driven learning or DDL; Boulton 2010a). Research in this area draws on and is relevant to applied corpus linguistics as well as second-language (L2) pedagogy and second language acquisition. Though there is certainly potential for DDL research to inform L2 vocabulary teaching practice, as described in detail in this article, the empirical studies of DDL have fallen short both theoretically and methodologically. Despite these limitations, we see potential in DDL to inform L2 pedagogy and to both draw from and contribute to SLA theory. For these reasons, this article also includes a discussion of how and when Spanish L2 teachers might consider adopting DDL techniques in their classrooms.",
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author = "{Asencion Delaney}, {Yuly Y} and Collentine, {Joseph G} and Karina Collentine and Jersus Colmenares and Plonsky, {Luke D}",
year = "2015",
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journal = "Journal of Spanish Language Teaching",
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T1 - El potencial de la enseñanza del vocabulario basada en corpus

T2 - Optimismo con precaución

AU - Asencion Delaney, Yuly Y

AU - Collentine, Joseph G

AU - Collentine, Karina

AU - Colmenares, Jersus

AU - Plonsky, Luke D

PY - 2015

Y1 - 2015

N2 - A great deal of discussion among applied linguists has centred in recent years on the potential of corpus-based vocabulary instruction (also referred to as data-driven learning or DDL; Boulton 2010a). Research in this area draws on and is relevant to applied corpus linguistics as well as second-language (L2) pedagogy and second language acquisition. Though there is certainly potential for DDL research to inform L2 vocabulary teaching practice, as described in detail in this article, the empirical studies of DDL have fallen short both theoretically and methodologically. Despite these limitations, we see potential in DDL to inform L2 pedagogy and to both draw from and contribute to SLA theory. For these reasons, this article also includes a discussion of how and when Spanish L2 teachers might consider adopting DDL techniques in their classrooms.

AB - A great deal of discussion among applied linguists has centred in recent years on the potential of corpus-based vocabulary instruction (also referred to as data-driven learning or DDL; Boulton 2010a). Research in this area draws on and is relevant to applied corpus linguistics as well as second-language (L2) pedagogy and second language acquisition. Though there is certainly potential for DDL research to inform L2 vocabulary teaching practice, as described in detail in this article, the empirical studies of DDL have fallen short both theoretically and methodologically. Despite these limitations, we see potential in DDL to inform L2 pedagogy and to both draw from and contribute to SLA theory. For these reasons, this article also includes a discussion of how and when Spanish L2 teachers might consider adopting DDL techniques in their classrooms.

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