TURKISH EFL LEARNERS’ REFLECTIONS ON CORPUS-BASED LANGUAGE TEACHING

Article Sidebar

PDF
Published: Aug 1, 2016
Versions:
2016-08-01 (1)
DOI: https://doi.org/10.18844/gjflt.v6i1.806

Main Article Content

Abstract

The aim of this study is investigating Turkish EFL learners’ reflections on corpus-based language teaching; what kind of benefits or drawbacks they have experienced during a corpus-based implementation, and what possible suggestions they can make about this particular experience of theirs. The data was collected through minute papers and semi-structured interviews; and content analysis was conducted for data analysis. The results indicated that the participants found the corpus-based instruction very effective especially thanks to the fact that they could interact with real life data directly. They emphasized that interacting with genuine native speaker language made them more motivated and interested in the classroom. In terms of drawbacks, they stated that sometimes the concordances were difficult to understand. Nevertheless, the learners had a positive perception of corpus-based language teaching instruction.

 

Keywords: Corpus-Based Language Teaching; EFL Learners; Reflection

Downloads

Download data is not yet available.

Article Details

How to Cite
TURKISH EFL LEARNERS’ REFLECTIONS ON CORPUS-BASED LANGUAGE TEACHING. (2016). Global Journal of Foreign Language Teaching, 6(1), 21–27. https://doi.org/10.18844/gjflt.v6i1.806
Issue
Vol. 6 No. 1 (2016): February
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).

References

Soraya Hamed (Universidad de Sevilla):

sha@us.es

Rosa Martin del Pozo (Universidad Complutense de Madrid): rmartin@edu.ucm.es

Angel de Juanas (Universidad Nacional de Educación a Distancia): adejuanas@edu.uned.es