Pregled bibliografske jedinice broj: 1177388
Introducing data-driven learning into the marine engineering English classroom
Introducing data-driven learning into the marine engineering English classroom // Humanities Science Current Issues, 42 (2021), 3; 19-27 doi:10.24919/2308-4863/42-3-4 (međunarodna recenzija, članak, znanstveni)
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Naslov
Introducing data-driven learning into the marine
engineering English classroom
Autori
Borucinsky, MIrjana ; Tominac Coslovich Sandra
Izvornik
Humanities Science Current Issues (2308-4855) 42
(2021), 3;
19-27
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
data-driven learning, marine engineering English, IMO Model Course 3.17
Sažetak
Corpora have been extensively used in materials design and development in ELT and to a lesser degree in ESP. However, their application in the ESP classroom is still far from Sinclair’s goal envisaged in 1991 of “pushing learning forward by interrogating corpora in an aim of self-directed learning”. Hence, this paper will show how data- driven learning (DDL, Johns, 1991 ; Boulton, 2009), one of the novel approaches to language learning that fosters learner autonomy, inductive and self- directed language learning can be introduced into to the ESP, in particular the marine engineering English classroom. The paper will show: 1. how the maritime English (ME) instructor can compile corpora tailored to their students’ needs, 2. how corpus data, in particular frequencies and lexical patterns obtained from word lists, concordances, thesauri and word sketches can help the ESP instructor identify key vocabulary and target structures relevant for their students, and 3. how both students and instructors can identify, classify and generalize linguistic data at various linguistic levels using corpora. Although the web as a resource for language learning and teaching is frequently used by ESP teachers and ME instructors, web corpora which present linguistic data in a more structured way have been neglected so far. The authors argue that corpus-informed classroom activities will help motivate students, allowing them to become researchers of the language. Such activities can also help teachers bridge the gap from traditional roles to the modern role of coordinator of student work. This is in line with the communicative approach to language learning of the IMO Model course 3.17, in which active learning is encouraged via student involvement. In other words, students are motivated to think about and experiment with language, while the teacher’s role is to guide, supervise and encourage them.
Izvorni jezik
Engleski
