Corpus-based collocation findings align with prior concordancing and data-driven learning studies¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors state their results are consistent with previous research (e.g., Sun and Wang, 2003; Chan and Liou, 2005; Jafarpour and Koosha, 2006; Binkai, 2012) finding corpus-based instruction effective for collocation and vocabulary learning. → Uçar 2015

Evidence¶

Uçar 2015¶

Uçar, S., & Yükselir, C. (2015). The Effect of Corpus-based Activities on Verb-Noun Collocations in EFL Classes. TOJET: The Turkish Online Journal of Educational Technology – April 2015, volume 14 issue 2. https://eric.ed.gov/?id=EJ1057374

q1 · i? · causal · r1

The authors' narrative review of prior concordancing and data-driven learning studies, reported as background rather than systematically synthesized. They cite eight prior studies as supporting the effectiveness of corpus-based collocation instruction over traditional methods.

"The results obtained from this current study is consistent with the previous researches that have found the impact of corpus-based studies on collocation teaching over th e traditional method. (Sun and Wang, 2003; Chan and Liou, 2005; Jaeforpour and Koosha, 2006; Chujo, Utiyama and Miura, 2006; Liu and Jiang, 2009; Le, 2010; Binkai, 2012, Jafarpour, Hashemian and Alipour, 2013)."

Discussion¶

Related Claims¶

• Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction — related
• The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction — related
• The corpus-tool production advantage is bounded: findings are limited to verb-noun collocations in one Turkish ELT setting — related
• Corpus-tool instruction significantly improves EFL student teachers' production of verb-noun collocations in writing, with a medium-to-large effect — a narrower finding that bears on this claim
• Corpus-tool instruction produces no statistically significant advantage over traditional instruction on EFL student teachers' verb-noun collocation knowledge — related
• EFL student teachers hold positive views of concordancing for collocation learning and most intend future use — related
• Teaching medical vocabulary through collocations produced higher posttest scores than traditional techniques in Iranian EFL medical students — related