Abstract

Despite the growing popularity of corpus linguistics among researchers in recent decades, a corpus-based approach remains largely unknown to most teachers in primary and secondary schools. Drawing on Shulman’s concept of pedagogical content knowledge, this study differentiated between two key terms – corpus literacy and corpus-based language pedagogy – and investigated how a group of TESOL teacher trainees developed their corpus literacy and corpus-based language pedagogy in a two-step training scheme. The first step, focussing on using corpus data as a learning tool, was conducted in a physical classroom; the second step, focussing on using corpus data as a teaching tool, took place in a virtual online classroom. A mixed methods design, including surveys, interviews and analyses of lesson plans, was used to collect and analyse the data. The findings revealed that most participants gained a good level of corpus literacy as measured by the self-designed survey. They also obtained a good level of initial competence in using corpus-based language pedagogy, as revealed by the rating of their lesson design and the content analyses of the lessons and interview data. The results support a differentiation between corpus literacy and corpus-based language pedagogy, attesting to the effectiveness of the two-step corpus-based teacher training. The study provides several insights regarding how to scaffold teachers in corpus-based training and teach students with corpus resources to address their vocabulary needs and difficulties. Finally, a few issues are raised regarding what teachers may consider when implementing effective corpus-based teaching in school settings.

摘要

尽管近几十年来语料库语言学在研究人员中越来越受欢迎，但大多数中小学教师仍然不知道基于语料库的方法。借鉴 Shulman 的教学内容知识概念，本研究区分了两个关键术语——语料库素养和基于语料库的语言教学法——并调查了一组 TESOL 教师学员如何分两步发展他们的语料库素养和基于语料库的语言教学法培训计划。第一步，重点是使用语料库数据作为学习工具，是在实体教室进行的；第二步，侧重于使用语料库数据作为教学工具，在虚拟在线教室中进行。混合方法设计，包括调查、访谈和课程计划分析，用于收集和分析数据。调查结果显示，根据自行设计的调查，大多数参与者都获得了良好的语料库素养水平。他们在使用基于语料库的语言教学法方面也获得了良好的初步能力，这从他们的课程设计评级以及课程和访谈数据的内容分析中可以看出。结果支持语料库识字和基于语料库的语言教学法之间的区别，证明了两步式基于语料库的教师培训的有效性。该研究提供了一些关于如何在基于语料库的培训中为教师提供支架以及如何用语料库资源教学生解决他们的词汇需求和困难的见解。最后，提出了一些关于教师在学校环境中实施有效的基于语料库的教学时可能考虑的问题。