Analysis of Learners’ Peer Interaction for Corpus-Based Collaborative Learning

다국어 초록 (Multilingual Abstract)

Corpora have been considered as an effective tool for language learning through the past decades. Corpus-based instruction can be a useful way of teaching language. However, students have faced difficulty while using corpus for their learning especially for lower level students. To solve this problem, several methods were implemented such as collaborative learning. A number of studies have shown that collaborative learning can resolve students’ difficulty in corpus-based language learning. In spite of those endeavor, more areas left to be undiscovered. To investigate more about this area, this study explored students’ interaction patterns when they engaged corpus-based language learning with collaborative setting. With this research, teachers can conduct corpus-based language learning more effectively and efficiently in collaborative circumstance.
The participants for this study consisted of six university students who are three advanced level and three lower level of English. Participants engaged in 10 weeks of collocation tasks including tests, survey, interview and corpus training. Participants made three pairs to solve the task collaboratively. One pair has two advanced students, another has two lower level students and the other has advanced and lower level students. Students’ conversations during the task were video recorded to analyze their interaction patterns in accordance to coding template. Also, to identify students’ improvement in collocation competence, pre- and post-test were conducted. In addition, in order to gather more specific information, students completed in questionnaires and interviews.
The main findings of this study are as follows. First, students used four types of interaction; object regulation, shared orientation, goal formation and instructor’s assistance. Second, the interaction patterns were different from pair to pairs. The frequency and specific features were found to be variable among three pair. Third, students’ collocation competences improved after learning. Lower level student who worked with advanced students improved the most. Finally, students had positive attitudes toward corpus-based collaborative language learning. Based on the results of this study, implications were suggested for effective corpus-based language learning and future studies.

목차 (Table of Contents)

• CHAPTER I INTRODUCTION 1
• 1. Background of the Study 1
• 2. Purposes of the Study 4
• 3. Structure of the study 6
• CHAPTER II LITERATURE REVIEW 8
• 1. Corpus Based Language Teaching and learning 8
• 1.1 Overview of Corpus Linguistics in ELT 8
• 1.2 Corpus and Language Instruction 9
• 1.2.1 Corpus and Learning Writing 10
• 1.2.2 Corpus and Learning Grammar 12
• 1.2.3 Corpus and Learning Vocabulary 13
• 1.3 Corpus and Collocation Instruction 15
• 1.3.1 Collocation and Language Learning 15
• 1.3.2 Learning Collocation with Corpus 18
• 2. Collaborative Learning 20
• 2.1 Language learning and constructivism 20
• 2.2 Research on Collaborative Corpus-Based instruction 24
• CHAPTER III METHODOLOGY 28
• 1. Research Questions 28
• 2. Participants 28
• 3. Data Collection instruments 30
• 3.1 Target Words 30
• 3.2 Task Sheet 32
• 3.3 Conversation Data 33
• 3.4 Collocation Test 34
• 3.5 Interview Data 35
• 4. Design and Procedure 36
• 4.1 Procedure 36
• 4.2 Group organization 38
• 5. Data Analysis 39
• 5.1 Analysis of interaction 39
• 5.2 Test Results and Students’ Perspectives 43
• CHAPTER IV RESULTS AND DISCUSSIONS 45
• 1. Students’ Typical Interaction Patterns in Corpus-Based Collaborative Learning 45
• 1.1 Interactions of Object Regulation 46
• 1.2 Interactions in Shared Orientation 50
• 1.3 Interactions in Goal Formation 54
• 1.4 Interactions in Instructor’s assistance 57
• 2. Differences in Interaction Patterns of Variously Organized Student Pairs 59
• 2.1 Difference of Frequency in Interaction Among Pairs 59
• 2.2 Specific Features of Each Pair’s Interactions 62
• 3. Students’ Improvements in Collocation Competence 66
• 4. Students’ Attitude Towards Corpus-based Collaborative Learning 68
• 4.1 Students Attitude Towards Corpus-Based Language Learning 69
• 4.2 Students’ Attitude Towards Corpus-Based collaborative Language Learning 72
• CAHPTER V CONCLUSION 77
• 1. Summary of Major Findings 77
• 2. Implications 79
• 3. Limitation of this Study 81
• REFERENCES 83
• APPENDICES 96