THE EFFECT OF CORPUS-BASED ACTIVITIES ON VOCABULARY ACQUISITION OF A1-A2 LEVEL SEVENTH GRADERS - A CASE STUDY

作者

  • Edina Rizvić-Eminović Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina
  • Vildana Neslanović Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina

DOI:

https://doi.org/10.46827/ejel.v7i4.4369

关键词:

FLT, corpus linguistics, corpus-based activities, vocabulary acquisition, motivation

摘要

Corpus-based activities (CBAs) have been used in FLT in recent decades, especially in countries where educational systems are well developed. However, this is not the case in Bosnia and Herzegovina. That is why a case study was conducted in a primary school in Bosnia and Herzegovina including 48 7th grade students divided into an experimental and a control group to investigate the effect of the use of corpus-based activities on vocabulary acquisition. In both groups blended learning methods were applied due to COVID restrictions. The aim was also to determine whether the use of CBAs had any impact on the students' motivation for participating in vocabulary learning activities. The students' results achieved in the pre- and post-tests which included new vocabulary items were analyzed and compared. The students' responses in the five-point Likert scale motivation questionnaires completed prior to and after the use of CBAs were also compared and discussed. Statistical analysis of the results confirmed that there was a positive effect of the use of CBAs on vocabulary acquisition of A1 – A2 level seventh graders, as well as on their motivation for participating in such activities. Contrary to statistically significant improvement in vocabulary acquisition, there is no statistically significant increase in the motivation to learn new vocabulary items in either of the groups, for which some possible explanations are also discussed in the paper.

 

Article visualizations:

Hit counter

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    Edina Rizvić-Eminović is an Associate Professor in English Language and Literature Department of the Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina. She earned her PhD degree in Linguistics at the University of Sarajevo, Bosnia and Herzegovina. Her research interests include contrastive analysis, ELT methodology and applied linguistics. She is a member of the Society for the Advancement of Applied Linguistics in Bosnia and Herzegovina (SAALinBiH) and the Society for the Study of English in Bosnia and Herzegovina (DAuBiH).

  • ##submission.authorWithAffiliation##

    Vildana Neslanović earned her MA in ELT at the Faculty of Philosophy of the University of Zenica, Bosnia and Herzegovina. Her research interests include ELT methodology and CLIL.

参考

Ali, A. D., Elsherbini, S. A. H. (2017). The Effects of Corpus-Based Activities on EFL University Students' Grammar and Vocabulary and Their Attitudes toward Corpus. Journal of Research in Curriculum Instruction and Educational Technology 3(1): 133-161

Balunda, S. A. (2009). Teaching Academic Vocabulary with Corpora: Student Perceptions of Data Driven Learning. https://scholarworks.iupui.edu/bitstream/handle/1805/2049/Balunda%20MA%20Thesis%20Teaching%20Academic%20Vocabulary%20with%20Corpora.pdf, Accessed on 28 June 2022

Bernardini, S. (2004). Corpora in the classroom: An overview and some reflections on future developments, in Sinclair, J, M, How to Use Corpora in Language Teaching, John Benjamins Publishing Company, Amsterdam/Philadelphia

Biber, D., Conrad, S., Reppen, R. (1998). Corpus Linguistics - Investigating Language Structure and Use, Cambridge University Press, Cambridge

Boulton, A. (2009). Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1): 81-106

Bujak, A., Bureković, M., Rizvić-Eminović, E. (2020). The Relationship between Student Motivation to Learn English and their Grammar Test Scores. SaZnanje 2:408-414

Canale, M., Swaine, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1: 1-47

Chao, P. Y. (2010). A Study of Collocation Learning of Junior High Students in Taiwan. Studies in English for Professional Communications and Applications: 129-143

Craik, F. I. M., Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11: 671-684

Friginal, E. (2018). Corpus Linguistics for English Teachers - New Tools, Online Resources, and Classroom Activities. Routledge, New York

Grigaliūnienė, J. (2013). Corpora in the Classroom. Vilniaus universiteto Filologijos fakulteto taryba

Kennedy, G. (1998). An Introduction to Corpus Linguistics, Longman, London

Lewandowska, A. (2014). Using corpus-based classroom activities to enhance learner autonomy. KSJ, 2(3): 237-255.

Nattinger, J. R. (1988). Current Trends in Vocabulary Teaching, in R. Carter, & M. McCarthy, Vocabulary and Language Teaching, Longman, UK

Tahir, M., H., M., Mohtar, T., M. (2016). The effectiveness of using vocabulary exercises to teach vocabulary to ESL/EFL learners, Pertanika J. Soc. Sci & Hum. 24 (4): 1651-1669

Paker, T., Özcan, Y. E. (2017). The Effectiveness of Using Corpus-based Materials in Vocabulary Teaching. International Journal of Language Academy, 5(1): 62-81

Rizvić-Eminović, E., Hadžić, A. (2021). Using Corpora in English Language Teaching – A Brief Overview and Sample Corpus-Based Activities, Zbornik radova Filozofskog fakulteta XIX: 27-35

Schmitt, N. (2010). Researching Vocabulary - A Vocabulary Research Manual. Palgrave Macmillan

Szudarski, P. (2018). Corpus Linguistics for Vocabulary. A guide for research, Routledge, New York

Ucar, S., Yükselir, C. (2015). The Effect of Corpus-Based Activities on Verb-Noun Collocations in EFL Classes. Turkish Online Journal of Educational Technology, 14(2), 195-205

Varley, S. (2008). I’ll just look that up in the concordance: Integrating corpus consultation into the language learning environment. Computer Assisted Language Learning, 22 (2): 133-152.

##submission.downloads##

已出版

2022-07-13

期次

卷 7 期 4 (2022)

栏目

Articles

##submission.license##

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).