Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates

Foreign language acquisition is more likely to increase if the attention of the learners is consciously drawn to linguistic features. The direct exposure of certain features from corpora like collocation helps EFL/ESL non-native learners in language acquisition. The present research study explains t...

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Main Author:	Imran Shah, Muhammad
Format:	Thesis
Language:	eng eng
Published:	2024
Subjects:	PI Oriental languages and literatures
Online Access:	https://etd.uum.edu.my/11001/1/depositpermission-903700.pdf https://etd.uum.edu.my/11001/2/s903700_01.pdf
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id	my-uum-etd.11001
record_format	uketd_dc
spelling	my-uum-etd.110012024-02-20T01:17:05Z Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates 2024 Imran Shah, Muhammad Sarjit Singh, Manvender Kaur Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences PI Oriental languages and literatures Foreign language acquisition is more likely to increase if the attention of the learners is consciously drawn to linguistic features. The direct exposure of certain features from corpora like collocation helps EFL/ESL non-native learners in language acquisition. The present research study explains the effect of corpus-driven language learning (CDLL) on Pakistani EFL undergraduates and explores the opinion of language users about it. The experimental research design following mixed-method approach has been applied to 100 undergraduates, comprising 50 students for experimental and 50 for the control group from the department of Applied Linguistics GC University Faisalabad Pakistan. In a pre-test the knowledge of lexical collocations of learners were evaluated; data was collected quantitatively to measure the results of both groups to test the p-value from t-score. Then, among the sample of the study, the experimental group were undergone explicit learning with the compilation of adhoc corpora of editorials of Pakistani and British newspapers to look for certain lexical patterns under the supervision of the teacher and compared the lexical collocations they extracted in both corpora. In this case, learners became researchers and language became data (Boulton, 2018). Whereas, the control group was treated with traditional approaches in teaching English collocations. After experimental treatment of one semester (16 weeks), the results of the post-test revealed that CDLL method affected positively and enhanced the knowledge of lexical collocations more among the experimental group than the control group as the p-value of the data decreased. Then a semi-structured interview was conducted among the participants of the experimental group and the faculty members of the department to seek their opinion about the effectiveness of corpus-driven language learning (CDLL). The study has strong pedagogical implications for academicians and researchers regarding the importance of CDLL in the course design of ELT Methods and Approaches. 2024 Thesis https://etd.uum.edu.my/11001/ https://etd.uum.edu.my/11001/1/depositpermission-903700.pdf text eng staffonly https://etd.uum.edu.my/11001/2/s903700_01.pdf text eng public phd doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Sarjit Singh, Manvender Kaur
topic	PI Oriental languages and literatures
spellingShingle	PI Oriental languages and literatures Imran Shah, Muhammad Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates
description	Foreign language acquisition is more likely to increase if the attention of the learners is consciously drawn to linguistic features. The direct exposure of certain features from corpora like collocation helps EFL/ESL non-native learners in language acquisition. The present research study explains the effect of corpus-driven language learning (CDLL) on Pakistani EFL undergraduates and explores the opinion of language users about it. The experimental research design following mixed-method approach has been applied to 100 undergraduates, comprising 50 students for experimental and 50 for the control group from the department of Applied Linguistics GC University Faisalabad Pakistan. In a pre-test the knowledge of lexical collocations of learners were evaluated; data was collected quantitatively to measure the results of both groups to test the p-value from t-score. Then, among the sample of the study, the experimental group were undergone explicit learning with the compilation of adhoc corpora of editorials of Pakistani and British newspapers to look for certain lexical patterns under the supervision of the teacher and compared the lexical collocations they extracted in both corpora. In this case, learners became researchers and language became data (Boulton, 2018). Whereas, the control group was treated with traditional approaches in teaching English collocations. After experimental treatment of one semester (16 weeks), the results of the post-test revealed that CDLL method affected positively and enhanced the knowledge of lexical collocations more among the experimental group than the control group as the p-value of the data decreased. Then a semi-structured interview was conducted among the participants of the experimental group and the faculty members of the department to seek their opinion about the effectiveness of corpus-driven language learning (CDLL). The study has strong pedagogical implications for academicians and researchers regarding the importance of CDLL in the course design of ELT Methods and Approaches.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Imran Shah, Muhammad
author_facet	Imran Shah, Muhammad
author_sort	Imran Shah, Muhammad
title	Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates
title_short	Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates
title_full	Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates
title_fullStr	Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates
title_full_unstemmed	Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates
title_sort	exploring the effectiveness of corpus-driven learning in teaching lexical collocation to pakistani undergraduates
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2024
url	https://etd.uum.edu.my/11001/1/depositpermission-903700.pdf https://etd.uum.edu.my/11001/2/s903700_01.pdf
_version_	1794023805584146432

Exploring the effectiveness of corpus-driven learning in teaching lexical collocation to Pakistani undergraduates

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