"In over 30 years of data-driven learning (DDL) research, there has been a growing sophistication in the ways we collect, analyse and put data to use. This volume takes a three-fold perspective on DDL. It first looks at DDL and its role in informing language learning theory and how it might shed light on the language development process; secondly it addresses how DDL can help us characterise learner language and inform teaching accordingly, and thirdly it showcases practical applications for the use of DDL in classrooms. The contributors to this volume examine a variety of instructional settings and languages across the world. They reflect on theoretical, methodological and classroom implications using both novel and established language learning theories, natural language processing (NLP), longitudinal research designs and a variety of language learning targets. The present volume is an invitation from some of leading researchers in DDL to reflect on the research avenues that will define the field in the coming years"--.

• Beyond Concordance Lines
• Editorial page
• Title page
• Copyright page
• Dedication page
• Table of contents
• Acknowledgements
• Introduction
  • Reflecting on theory and practice
  • Learner language research: Classroom implications
  • DDL in the classroom and in corpus applications
  • References
• Chapter 1. Research in data-driven learning
  • Data-driven learning
    • Criticisms of DDL: Theoretical and empirical support
    • Surveys of DDL
  • Methodology
  • Results and discussion
    • Publication sources
    • Language and geography
    • Demographics
    • Aims, corpora and tools
    • Design
  • Discussion and conclusion
  • References
• Chapter 2. Data-driven learning, theories of learning and second language acquisition: In search of intersections
  • Introduction
  • Theoretical positions and motifs in DDL
  • Second language acquisition and DDL
  • UB-based micro-insights into patterns of learning and how this might inform DDL
  • Conclusion
  • References
• Chapter 3. Looking back on 25 years of TaLC: In conversation with Profs Mike McCarthy and Tony McEnery
  • Introduction and background
  • Use of linguistic knowledge, directly and indirectly in the language classroom
  • Perspectives on terminology
  • Learners bring implicit linguistic experience and use
  • Learning contexts, cultural trends, methodologies and legacies
  • The role and relevance of corpus linguistics and frequency in current pedagogies
  • Frequency as arbitrator
  • Bridging the gap between corpus linguistics and second language acquisition
  • Challenges of looking beyond the immediately discoverable
  • Looking to the future for discovery and insight
  • Overcoming barriers to DDL: New skills, context and personalisation
  • References
• Chapter 4. L2 development of -ing clauses: A longitudinal study of Norwegian learners
  • Introduction
    • -ing clauses
  • Second language acquisition and use of -ing clauses
  • English -ing clauses and Norwegian present participle clauses compared
  • Research questions
  • Material and method
  • Findings
    • Developmental stages
    • Individual differences
    • Cross-linguistic influence
  • Conclusion
  • References
• Chapter 5. Collocations in learner English: A true-longitudinal perspective
  • Introduction
  • The data
  • Methodology
  • Results
  • Discussion and implications for the classroom
  • Acknowledgements
  • References
• Chapter 6. Profiling learners through pragmatically and error annotated corpora
  • Introduction
  • Methods
    • Data preparation
    • Annotation and extraction
  • Types of annotation
    • The feature tagset
    • The DART speech-act taxonomy
  • Results and discussion
    • Syntactic unit type frequencies
    • Speech acts corresponding to DMs and yes-units
    • Error distributions and characteristics
    • Lexical infelicities
    • Specifier errors
  • Conclusion
  • References
• Chapter 7. Exploring the impact of data-driven learning in extensive reading
  • Introduction
  • Key concepts and approaches
    • Data-driven learning
    • Extensive reading
    • Pairing DDL with ER
    • A mixed methods approach
  • Background of the study
    • Setting
    • Participants
    • Materials
  • Methodology
  • Analysis
    • Stage one (Hadley and Charles, 2017)
    • Stage two (Hadley and Hadley, 2018)
    • Stage three
  • Discussion
  • Conclusion
  • Funding
  • References
  • Appendix 1.
• Chapter 8. Data-driven learning: Using #LancsBox in academic collocation learning
  • Introduction
  • Academic collocations
    • Collocations for L2 learners
    • Teaching collocations
  • DDL and collocation learning
  • Rationale and research aims
  • Research design
    • Participants
    • Corpus-based tools
    • Procedure
  • Results
    • RQ1: Do Chinese learners of English improve their academic collocation knowledge through DDL compared with the use of a corpus-based dictionary?
    • RQ2: Learners’ perceptions of using DDL and the use of a corpus-based dictionary for collocation learning
  • Discussion
  • Conclusion
  • Acknowledgements
  • References
  • Appendix. Collocation test
• Chapter 9. Scoledit: A tool to analyse learner writing and better understand the challenges of language education
  • Context
  • The Scoledit project
  • Corpus design
  • Specific tools for processing
  • Description of the longitudinal corpus
  • Grammatical categories
  • Breakdown of error categories
  • Breakdown of errors by grammatical category
  • Observation of verbal morphology
  • Breakdown of verb tenses
  • Error breakdown
  • Distinction of errors in the stem and the inflection
  • Teaching recommendations on verbal tenses
  • Hyposegmentation and hypersegmentation
  • Elision, a frequent factor in hyposegmentation
  • Hyposegmentation: The case of reflexive verbs
  • A particular hyposegmentation issue: The alternation of la/‘l’a’
  • Teaching recommendations on word segmentation
  • Conclusion
  • References
• Chapter 10. CEFR-J × 28: Corpus-based multilingual pedagogical resources and e-learning systems for 28 languages
  • Introduction
  • The CEFR-J project
    • Survey of standards and learning objectives (2004–2007)
    • The construction of the CEFR-J (2008–2011)
    • Reference level descriptions for the CEFR-J (2012–2015)
  • CEFR-J wordlist
  • CEFR-J can-do descriptor database
  • CEFR-J grammar profile
  • CEFR-J text profile
  • Applying the CEFR-J resources to multilingual education
  • Designing a workbench for multilingual pedagogical resource construction
  • Semi-automated construction of the CEFR-J × 28 Wordlists
  • Creating can-do phrase lists for the CEFR-J × 28
  • Developing CEFR-J × 28 e-learning tools
  • The CEFR-J × 28 flash card vocab builder
  • The CEFR-J × 28 can-do sentence builder
  • The can-do task-based spoken/written corpus collection tool
  • Conclusions and implications for future research
  • References
• Index
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