Abstract

This research uses the theoretical framework of CALL normalisation developed by Bax (2003 Bax, S. (2003). CALL—past, present and future. System, 311, 13–28. doi:https://doi.org/10.1016/S0346-251X(02)00071-4[Crossref] , [Google Scholar]) and Chambers and Bax (2006 Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalisation. System, 344, 465–479. doi:https://doi.org/10.1016/j.system.2006.08.001[Crossref] , [Google Scholar]) to offer a systematic review (Gough et al., 2012 Gough, D., Oliver, S., & Thomas, J. (2012). An introduction to systematic reviews. London: Sage. doi:https://doi.org/10.1186/2046-4053-1-28 [Google Scholar]) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011–2015 period. DDL research represented 4.2% of all published papers on CALL during this time frame. The main focus of research was found to be the use of concordancing and collocations when developing university students’ writing skills. Contrary to previous research, access to technology was not identified as an impeding factor for normalisation. Syllabus integration and a lack of contribution from language teachers other than researchers emerged as threats to the normalisation of corpora use. Further theorisation is needed if DDL and corpora are to expand their influence on mainstream second language education.

摘要

本研究采用 Bax ( 2003 ) 开发的 CALL 归一化理论框架。 巴克斯，S.（2003 年）。CALL——过去、现在和未来。系统, 311 , 13 – 28 . doi：https://doi.org/10.1016/S0346-251X(02)00071-4 [交叉引用]  ，[谷歌学术]）和钱伯斯和巴克斯（2006 Chambers, A.和Bax, S.（2006 年）。使 CALL 工作：走向规范化。系统, 344 , 465 – 479。doi:https://doi.org/10.1016/j.system.2006.08.001 [Crossref]  , [Google Scholar] ) 提供系统评价 (Gough et al.,2012 Gough, D.、Oliver, S.和Thomas, J.（2012 年）。系统评价简介。伦敦：圣人。doi：https://doi.org/10.1186/2046-4053-1-28 [Google Scholar]）在 2011-2015 年期间，数据驱动学习 (DDL) 和语料库在五种主要 CALL 相关期刊的语言学习和教学中的使用和传播情况。在此期间，DDL 研究占 CALL 上所有已发表论文的 4.2%。研究发现，研究的主要重点是在培养大学生写作技巧时使用索引和搭配。与之前的研究相反，获得技术并未被确定为正常化的阻碍因素。教学大纲整合和除研究人员之外的语言教师缺乏贡献成为对语料库使用正常化的威胁。如果 DDL 和语料库要扩大其对主流第二语言教育的影响，则需要进一步的理论化。