Abstract It has been shown that language learners can benefit from a discovery-based learning process whereby they construct as well as consult their own specialist corpora and vocabulary portfolios, for the purposes of translator training (Castagnoli 2006), for general English (Smith 2011) and for academic English learning (Charles 2012; Smith 2015). In the present study, a cohort of 94 international students on an EAP module, majoring in Accounting and Finance, was divided into hands-on (treatment) and hands-off (control) groups. Both groups were subjected to a pre-test consisting of specialist terms that would be encountered on their course (not only in the EAP class, but also on the Accounting and Finance modules). The hands-on group spent about 20 min per weekly class constructing domain-specific DIY corpora and generating subject vocabulary portfolios. The results of a post-test indicated that the hands-on group had achieved a slightly greater improvement in domain vocabulary knowledge than the hands-off group (which used corpora and vocabulary lists provided by the teacher). A participant questionnaire showed that the students found the approaches useful for vocabulary learning.

中文翻译：

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用于会计和金融词汇学习的 DIY 语料库

摘要 已经表明，语言学习者可以从基于发现的学习过程中受益，他们构建并查阅自己的专业语料库和词汇组合，以进行翻译培训 (Castagnoli 2006) 和通用英语 (Smith 2011)以及学术英语学习（Charles 2012；Smith 2015）。在本研究中，将 94 名参加 EAP 模块的国际学生队列，主修会计和金融，分为动手（治疗）和不动手（控制）组。两组都接受了由在他们的课程中遇到的专业术语组成的预测试（不仅在 EAP 课程中，而且在会计和财务模块中）。动手小组每节课花费大约 20 分钟构建特定领域的 DIY 语料库并生成主题词汇组合。后测结果表明，动手组在领域词汇知识方面取得了比不动手组（使用老师提供的语料库和词汇表）略大的提高。参与者问卷显示，学生发现这些方法对词汇学习有用。