An Empirical Research on DDL in L2 Writing  

作　　者：An Xue-hua Xu Ming-ying 

机构地区：[1]Dalian University of Technology, Dalian, China

出　　处：《US-China Education Review(A)》2013年第9期693-701,共9页美中教育评论（A）

摘　　要：L2 （second language） writing teaching and research is greatly influenced by the advent of computer technology. This paper reviews papers, in the field of DDL （data-driven learning） in L2 writing, published in international journals and in Chinese journals, and differences are found in research methodology, research perspective, and research realm. Based on the analysis of the differences, the study aims at finding out the effects of the application of DDL in L2 teaching classroom. The present study, employing semi-structured writing and learning journals, explores how English learners perceive the use of corpora in their writing process. Based on the statistics, it is concluded that DDL in L2 writing is beneficial for vocabulary acquisition. However, corpus consultation does not work well for all learners. Learners＇ attitudes toward the use of corpus are various. The major findings may find application in teaching practice, and implications for teaching are discussed.

关 键 词：DDL （data-driven learning） L2 （second language） writing CORPORA China 

分 类 号：TP3[自动化与计算机技术—计算机科学与技术] TN919.81[电子电信—通信与信息系统]