TY - CHAP
T1 - Integrating instructed second language research, pragmatics, and corpus-based instruction
AU - Bardovi-Harlig, Kathleen
AU - Mossman, Sabrina
AU - Su, Yunwen
N1 - Funding Information:
We thank the instructors, John Rothgerber and Kyle Swanson, who administered the lessons, Michael Frisby of the Indiana Statistical Consulting Center, Indiana University, and the Center for Language Technology (CeLT), Indiana University, and their staff for providing technical expertise in recording and formatting the computer tasks and assistance during the elicitation sessions. Audio-editing was done by Natasha Branch.
Publisher Copyright:
© 2019 John Benjamins Publishing Company
PY - 2019
Y1 - 2019
N2 - This paper discusses the issues raised by implementing instruction in language classrooms for the purpose of researching the effects of instruction on second language acquisition. We examine the process of developing and implementing novel corpus-based instruction for the teaching of pragmatic routines in a study that compared the use of teacher-developed corpus-based materials to guided, hands-on corpus searches by learners (Bardovi-Harlig, Mossman, & Su, 2017). We use this study as the impetus for reflection on the experimenters' role in materials and activities development and the difference between experimental instruction and classroom teaching. We further discuss the role of learner proficiency levels and grammatical and lexical development in response to instruction, teacher collaboration, and generalizability to other contexts.
AB - This paper discusses the issues raised by implementing instruction in language classrooms for the purpose of researching the effects of instruction on second language acquisition. We examine the process of developing and implementing novel corpus-based instruction for the teaching of pragmatic routines in a study that compared the use of teacher-developed corpus-based materials to guided, hands-on corpus searches by learners (Bardovi-Harlig, Mossman, & Su, 2017). We use this study as the impetus for reflection on the experimenters' role in materials and activities development and the difference between experimental instruction and classroom teaching. We further discuss the role of learner proficiency levels and grammatical and lexical development in response to instruction, teacher collaboration, and generalizability to other contexts.
KW - Corpus searches
KW - Corpus-based instruction
KW - Corpus-based materials
KW - Instructional design
KW - Instructional effects
KW - Materials development
KW - Pragmatic formulas
KW - Pragmatics
UR - http://www.scopus.com/inward/record.url?scp=85103427849&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85103427849&partnerID=8YFLogxK
U2 - 10.1075/lllt.52.04bar
DO - 10.1075/lllt.52.04bar
M3 - Chapter
AN - SCOPUS:85103427849
T3 - Language Learning and Language Teaching
SP - 55
EP - 81
BT - Doing SLA Research with Implications for the Classroom Reconciling methodological demands and pedagogical applicability
A2 - DeKeyser, Robert M
A2 - Botana, Goretti Prieto
PB - John Benjamins Publishing Company
ER -