1st Edition

Data-Driven Learning for the Next Generation Corpora and DDL for Pre-tertiary Learners

Edited By Peter Crosthwaite Copyright 2020
    254 Pages 68 B/W Illustrations
    by Routledge

    254 Pages 68 B/W Illustrations
    by Routledge

    Despite advancements in and availability of corpus software in language classrooms facilitating data-driven learning (DDL), the use of such methods with pre-tertiary learners remains rare. This book specifically explores the affordances of DDL for younger learners, testing its viability with teachers and students at the primary and secondary years of schooling. It features eminent and up-and-coming researchers from Europe, Asia, and Australasia who seek to address best practice in implementing DDL with younger learners, while providing a wealth of empirical findings and practical DDL activities ready for use in the pre-tertiary classroom.

    Divided into three parts, the volume's first section focuses on overcoming emerging challenges for DDL with younger learners, including where and how DDL can be integrated into pre-tertiary curricula, as well as potential barriers to this integration. It then considers new, cutting-edge innovations in corpora and corpus software for use with younger learners in the second section, before reporting on actual DDL studies performed with younger learners (and/or their teachers) at the primary and secondary levels of education.

    This book will appeal to post-graduate students, academics and researchers with interests in corpus linguistics, second language acquisition, primary and secondary literacy education, and language and educational technologies.


    Alex Boulton

    1. Data-driven learning and younger learners: Introduction to the volume

    Peter Crosthwaite

    Part 1: Overcoming emerging challenges for DDL with younger learners

    2. A case for constructive alignment in DDL: Rethinking outcomes, practices and assessment in (data-driven) language learning

    Fanny Meunier

    3. Data-driven Learning in the Secondary Classroom: A Critical Evaluation from the Perspective of Foreign Language Didactics

    Oliver Wicher

    4. Barriers to trainee teachers' corpus use

    Eva Schaeffer-Lacroix

    Part 2: Applying new DDL methods for younger learners

    5. The pedagogic advantage of teenage corpora for secondary school learners

    Pascual Pérez-Paredes

    6. The development of multi-modal corpus tool for EFL Young learners: A case study on the integration of DDL in teacher education

    Eri Hirata

    7. Query complexity and query refinement: Using web search from a corpus perspective with digital natives

    Maristella Gatto

    Part 3: Infusing DDL into practice – New empirical findings from younger learners

    8. Effects of data-driven learning on enhancing the phraseological knowledge of secondary-school learners of L2 English

    Paweł Szudarski

    9. "It helps me get ideas on how to use my words": Primary school students’ initial reactions to corpus use in a private tutoring setting.

    Peter Crosthwaite and Annita Stell

    10. Teaching French to young learners through DDL

    Sonia Di Vito

    11. Data-driven learning in a Greek Secondary education setting: The implementation of a blended approach

    Vasiliki Papaioannou, Marina Mattheoudakis, Eleni Agathopoulou

    12. The effect of data-driven learning activities on young EFL learners’ processing of English idioms

    Trisevgeni Liontou

    13. Afterword

    Peter Crosthwaite


    Peter Crosthwaite is a Lecturer in Applied Linguistics at the School of Languages and Cultures, University of Queensland, Australia.

    'This book is an exciting, thoughtful and wide-ranging collection of papers from some of the leaders in the area of DDL. It is an understatement to say that it is long overdue! Amazingly, almost three decades have passed since DDL emerged as a pedagogical approach in language teaching and, in all of that time, this is the first edited volume to curate work on the use of DDL specifically in the context of young learners. While the volume is very forward-looking in the context of ever-improving technology and availability of corpus data and tools, contributors do not shy away from the challenges that have prevailed over the years to limit the mainstreaming of DDL as a pedagogical practice. Authors, exploring primary and secondary school learning contexts, showcase the potential of DDL for young learners but they consistently point to the need for more research, better teacher development and more equitable access to technology in primary and secondary schools. This book is a fanfare to what DDL has to offer in the context of language teaching in primary and secondary schools and, for sure, it will inspire teachers and researchers to open up to the opportunities of DDL for young learners.' - Dr Anne O'Keeffe, MIC, University of Limerick, Ireland

    'This is a very timely collection of papers that showcase recent research on pedagogical corpus use in primary and secondary school settings. The book will no doubt serve as an invaluable resource for anyone who is curious about whether and how DDL can work with younger learners, and for anyone who is ready to be inspired by some of the leading teacher-researchers in the field. Highly recommended!' - Ute Römer, Associate Professor of Applied Linguistics, Georgia State University, USA

    'This interesting and timely collection of studies is an essential reading for anyone conducting research on Data-Driven Learning (DDL) or considering using this approach with young learners. Together, the authors of the chapters present an in-depth review of the relevant literature on DDL, explain its strengths and weaknesses, and discuss the conceptual barriers and technical difficulties that might need to be overcome before the approach can be successfully adopted in the classroom. The book also describes some innovative uses of mainstream and custom DDL tools as well as offering many practical suggestions for designing useful DDL activities. In short, it is an extremely valuable resource.' - Laurence Anthony, Professor, Faculty of Science and Engineering, Waseda University, Japan