Building ecotourism corpus and application of corpus based materials in vocabulary teaching master of tesol

MINISTRY OF EDUCATION AND TRAINING BARIA VUNGTAU UNIVERSITY BUILDING ECOTOURISM CORPUS AND APPLICATION OF CORPUS-BASED MATERIALS IN VOCABULARY TEACHING Student’s name: Đào Đức Tâm Student’s code: 18114181 Class: MTESOL18K4 Instructor’s name: Assoc Prof Phạm Vũ Phi Hổ, PhD Ba Ria-Vung Tau, April 2022 ACKNOWLEDGEMENTS Throughout the writing of this dissertation I have received a great deal of support and assistance I would first like to thank my supervisor, Assoc Prof Pham Vu Phi Ho, Ph.D., whose expertise was invaluable in formulating the research questions and methodology Your insightful feedback pushed me to sharpen my thinking and brought my work to a higher level I would like to acknowledge my colleagues from my internship at Bidoup Nui Ba National Park for their wonderful collaboration I would particularly like to single out my supervisor at Bidoup Nui Ba National Park, Mr Le Van Huong, I want to thank you for your patient support and for all of the opportunities I was given to further my research I would also like to thank my tutors, Mr Tran Xuan Dung, for their valuable guidance throughout my studies You provided me with the tools that I needed to choose the right direction and successfully complete my dissertation Finally, I would like to thank my parents for their wise counsel and sympathetic ear You are always there for me, for always supporting and encouraging me in my good and bad times ABSTRACT BUILDING ECOTOURISM CORPUS AND APPLICATION OF CORPUS-BASED MATERIALS IN VOCABULARY TEACHING DAO, Duc Tam M.A Thesis in TESOL Supervisor: Assoc Prof Dr PHAM Vu Phi Ho April 2022, 91 Pages This study explored the efficiency of using corpus-based activities in English vocabulary teaching and learning The study aims to, first research the efficiency of corpus-based activities in vocabulary teaching rather than traditional methods such as textbook activities and dictionaries in vocabulary session, secondly to research students' attitudes towards corpusbased vocabulary activities Thirty-four secondary students at a Hermann Gmeiner school participated in the study There were two separate groups; the experimental group worked on concordance-based materials, while the control group leant with textbook and dictionary as tradition The study was quasi-experimental research and included both quantitative and qualitative research instruments As quantitative instruments, a qualification examination, pre- and post tests and a questionnaire based on a 5-point Likert scale were utilized Interviews and learner diaries were used as qualitative instruments The test results were statistically analyzed revealing that using corpus-based vocabulary activities were more effective than the traditional way that the students use the textbook and dictionary for vocabulary learning Moreover, the findings showed that the students' attitudes were positive towards using corpus-based vocabulary activities Key words: Corpus-based activities, concordance lines, corpora, vocabulary learning, student attitudes CONTENTS ACKNOWLEDGEMENTS CHAPTER I 1.1 Background of the study 1.2 Statement of the problem .8 1.3 The aim and scope of the study .8 1.4 Assumptions and limitations of the study 1.5 Terms and concepts CHAPTER II .11 2.1 Introduction 11 2.2 Corpus linguistics 11 2.3 History of corpus 13 2.4 Types of corpora .14 2.5 Corpora in language teaching .16 2.6 The corpus approach (data-driven learning approach) .19 2.7 Corpus-based vocabulary research in the world 22 2.8 Corpus-based vocabulary research in Vietnam 30 CHAPTER III 31 3.1 Data and corpus building .31 3.1.1 Data source 31 3.1.2 Data choosing and corpora edifice 31 3.2 Line of corpora deconstruction .33 3.2.1 Acting at the commonness expression list .33 3.2.2 Acting at collocates 33 3.2.3 Examination program .34 3.2.4 The aim of the reverie and examination interrogatives .34 3.2.5 Incubating 34 3.2.6 Actors 35 3.3 Instruments and materials .36 3.3.1 Proficiency Exam 36 3.3.2 Pre and Post Tests 37 3.3.3 Questionnaire 37 3.3.4 Interview questions 40 3.3.5 Learner Diaries 41 3.4 Materials 41 3.5 Data collection procedure 42 3.6 Data analysis 44 3.7 Proficiency test results 44 CHAPTER IV 46 4.1 Introduction 46 4.2 Data analysis procedure 46 4.3 Findings And Discussion 46 4.3.1 Pre-test Results 46 4.3.2 Research Question 47 4.3.3 Research Question 49 CHAPTER V 57 5.1 Introduction 57 5.2 Summary of the study 57 5.3 Pedagogical implications of the study 58 5.3.1 Implications of the study for language teachers 58 5.3.2 Implications of the study for material designers 59 5.3.3 Implications of the study for students 59 5.3.4 Implications of the study for testing units 60 5.4 Suggestions for further research 60 APPENDICES 62 APPENDIX .62 ATTITUDE QUESTIONNAIRE (ENGLISH) 62 ATTITUDE QUESTIONNAIRE (VIETNAMESE) 64 APPENDIX .66 INTERVIEW QUESTIONS (ENGLISH VERSION) 66 APPENDIX .67 PRE-TEST & POST TEST 67 APPENDIX .70 CORPUS-BASED VOCABULARY ACTIVITIES 70 APPENDIX - SAMPLE VOCABULARY ACTIVITIES FROM THE TEXTBOOK 74 APPENDIX .75 REFERENCES 80 CHAPTER I INTRODUCTION This thesis aims to develop from my interest in considering the corpus approach that can be applied to evaluate the use of corpus-based lexical activities in the Vietnamese context The first part of the introductory chapter provides some information about the background of the study and the need to it The second section provides information on the purpose and importance of the study It continues with assumptions and limitations, and finally, terms and concepts 1.1 Background of the study Corpora has been recognized as a valuable resource in language teaching in the description of authentic and authentic texts for language learners (Hunston, 2002) Application of electronic corpus in teaching and learning foreign languages has been paid much attention in recent years As Hanks (2008, quoted in Boulton, 2010: 2) states, “they are now most common in the construction of references, especially dictionaries, but also language books manuals” Thanks to the availability of different types of corpus, we now have access to a multitude of authentic examples to which we wish to turn Armed with these kinds of resources, we can more easily guide our students in learning pragmatic and sociolinguistically appropriate uses of language (Simpson Vlach & Leicher, 2006) Corporations are useful for language teachers because they increase the significant contribution provided to students (Biber and Reppen, 2002) The word corpus (corpora in the plural) designates "a set of texts considered representative of a given language, or of another subset of a language, to be used for linguistic analysis" (Francis, 1964: 109) "The concordance program is a program which builds the frequency of use of a certain set of words in the corpus" Concordance lines are examples of words or sentences presented in the center of the page with their contexts and they are retrieved from corpora (Sripicharn, 2002) Many teachers stay away from technology and may have the misconception that concordance is an expensive luxury (Woolard, 2000) However, there are freely available concordances Some available online corpora include the British National Corpus (BNC, http://www.natcorp.ox.ac.uk), the Michigan Corpus of Academic Spoken English (MICASE, http://micase.elicorpora.info), and the Corpus of Contemporary American English (COCA, http://www.americancorpus.org) These corpora are easy to access and rich; COCA, for instance, includes 450 million words of text including spoken, fiction, popular magazines, newspapers, and academic texts Corpora have created a big impact on language description and analysis With the advance of the new technologies, corpora and concordances became a valuable supply for each research and pedagogy (Perez-Llantada, 2009) Over the past few decades, there has been a growing interest in conducting corpus studies in the context of using corpus-based activities, data-driven language (DDL), and concordances in ELT (for example, Chao, 2010; Sun & Wang, 2003; Koosha & Jafarpour, 2006; Chan & Liou, 2005) The reason lying behind this growing interest is the advantages of using corpus-based materials in the classrooms To start with, concordances provide rich information on collocates, word families, and meanings In addition, they also involve discovery learning and introduce vocabulary in real contexts Moreover, learners investigate strategies, control their learning (Chapella & Hunston, 2001), and participate in the learning process actively Corpus software produce word lists including cluster and collocation lists and count occurrences of individual search items (Farr, 2008) This info will give students with information on lexical or grammatical patterns in sample sentences of real language (Koosha & Jafarpour, 2006) supported an oversized assortment of authentic materials and advanced software, corpus makes a simple and fast analysis of the best amounts of linguistic information possible, and therefore the learners are given a replacement approach to find out a language severally (Binkai, 2012) The use of corpus data in the preparation of more accurate dictionaries and textbooks for students in the classroom is an example of indirect application (Wahid, 2011) Despite the growing recognition of the benefits of corpora in language teaching, corpora have not been used primarily in language lessons and some research studies have been conducted to investigate the benefits of using materials based on corpora in particular in the teaching of vocabulary in Viet Nam Therefore, more research is needed to discover the effectiveness of corpusbased materials in teaching vocabulary and student attitudes towards the use of corpus-based materials use of corpus-based materials in vocabulary learning 1.2 Statement of the problem It is believed that the corpora are useful in language teaching primarily because of the authentic linguistic input Unlike the inauthentic and artificial language used in most textbooks and dictionaries, the examples in the corpora represent the real language used by native speakers As a result, the corpora have been applied to language teaching and used for educational purposes for more than two decades There is a growing interest in the conduct of body-based studies in the teaching of English However, empirical studies in vocabulary education are very rare, especially in Viet Nam To the knowledge of the instructor, there are not many studies that have been conducted to find out the effectiveness of corpus-based materials in vocabulary teaching As there is not enough empirical study in the Vietnamese context, the effects of corpus-based materials on vocabulary learning are not clear There is a need to conduct more studies in this field to generalize the learning effect of the corpus-based vocabulary materials in the Vietnamese context Hence, the present small-scale study intends to examine the effects of corpus-based activities in vocabulary teaching and to explore the attitudes of the students towards using corpus-based vocabulary activities in the Vietnamese context 1.3 The aim and scope of the study The purpose of the study is to probe the effectiveness of corpus- grounded conditioning in vocabulary tutoring rather of using text conditioning and using wordbooks in vocabulary tutoring Another purpose of this study is to examine scholars' stations towards corpus- grounded vocabulary conditioning and text conditioning Having these purposes in mind, the study has the following exploration questions: How to produce word lists of the corpus by using a concordance package? What are the effects of using corpus-based activities in vocabulary learning? What are the attitudes of Vietnamese learners towards using corpusbased vocabulary activities? 1.4 Assumptions and limitations of the study It is assumed that all the participants participate voluntarily in the study It is also assumed that all the participants will answer the questions in the questionnaire and interview objectively and without bias The study has some limitations Initially, it is limited to two groups of junior school learners in Hermann Gmeiner school in Da Lat Therefore, the results of the study cannot be generalized for all language learners in Vietnam If there had been more participants, the results would have been more reliable and generalizable Another limitation of the study is that the treatment was conducted in six weeks because of time constraints Having a longer treatment period would be more helpful to understand the effectiveness of the corpus-based materials in vocabulary teaching 1.5 Terms and concepts Corpus “ A corpus is principally a collection of textbooks which is stored in a computer (McCarten, 2007 2).” 10 Corpus Linguistics “ Corpus Linguistics approaches the study of language in use through corpora Corpus linguistics serves to answer two fundamental researching questions: What particular patterns are associated with verbal or grammatical features? How these patterns differ within kinds and registers” (Bennett, 2010 2)? Concordance “ A concordance is a list of surrounds illustrating a word or word family” (Chapelle & Hunston, 2001 111) Concordance is a system of assaying language by studying structures and verbal patterns plant in digital databases (Koosha & Jafarpour, 2006) Data- driven learning (DDL) It refers to the use of a corpus of textbooks with concordance software, to find answers to verbal questions by observing different uses of language (Allan, 2009) 73 D Look at the frequency chart for ‘female' and ‘male' above and answer the following questions 1- What ‘female' and ‘male' have in common? 2- Which one is more frequent? 3- Write two sentences using ‘female' and ‘male' E Read the text and find eight phrasal verbs Match each of them with a definition from the words in bold from the box For her first evening’s work at the bar, Sarah dressed up She wore a black skirt and white blouse, as she had been told to look smart However, when she turned up, she found out that the manager had been less than honest with her about the job She had to serve the customers and also work in the kitchen Still, she decided to go on working at the bar for the time being After all, she was getting on well in the job Three months later, she saw an advertisement in the paper for a sales assistant at a department store She thought it over carefully, and decided to apply for it “But I won’t tell anyone until I’ve got the new job!” she thought The prospect of doing something different cheered her up considerably • arrive: – ………………………… • consider: – ………………………… • discover: – ………………………… • continue: – ………………………… • ask for (a job): – ………………………… • make progress: – ………………………… • put on smart clothes: – ………………………… • make someone feel happier: – ………………………… 74 APPENDIX - SAMPLE VOCABULARY ACTIVITIES FROM THE TEXTBOOK Matching Activity Match the words in column A with a definition in column B (Unit 6, Workbook English 9) A B environment a) the action making the environment dirty with man-made waste deforestation b) unwanted material pollution c) the circumstances, or conditions by which one is surrounded plastic d) the action or process or status of clearing of forests waste e) any of numerous organic synthetic or processed materials of polymers Now use the words from column A to complete the sentences below 1. _ can take many forms The air we breathe, the water we drink, the ground where we grow our food, and even the increasing noise we hear every day - all contribute to health problems and a lower quality of life The amount of waste generated annually in the UK is estimated to be nearly million tones, of which only percent is currently being recycled As European society has grown wealthier it has created more and more rubbish Each year the European Union alone throws away 1.3 billion tones of We all need to find out about our local and what we can to help improve it Between May 2000 and August 2006, Brazil lost nearly 150,000 square kilometers of forest - an area larger than Greece What can be done to slow ? 75 APPENDIX PROFICIENCY TEST Part I- For questions - 20, read the text below and decide which answer (A, B, C or D) best fits each gap Last week I went to an International Food Festival taking place in Hai Phong Because the festival only (1) _ place for one day, hundreds of people crowded into it It was the biggest food festival I had eve* seen There (2) thirty countries participating in the festival They brought with them traditional food specialties which reflected their unique national (3) _ I was really impressed (4) the Cobb salad It is an American garden salad made from chopped salad greens, tomato, bacon, chicken breast, hard-boiled egg, avocado, cheese, and red-wine vinaigrette (5) the salad requires quite a few ingredients, it is quick to make The American chef at the festival (6) me the way to make the salad and it took me only 15 minutes to complete How amazing! The next day I made Cobb salad (7) _ my mum for lunch, and she loved it right away (8) _good dish is steak pie, a traditional British meat pie made from stewing steak and beef gravy, enclosed in a pastry shell Unfortunately, I did not have (9) time to listen to the chef give instructions on how to make this dish However, I tried it and it was brilliant Next year (10) _ there is another food festival, I will definitely join in A ran B took C went D found A are B is C was D were A cooking B food C foods D cuisine A by B at C in D on A But B Although C Because D So A said B asked C gave D 76 showed A for B with C together D like A One B Another C Second D Next A little B many Enough D few C if D 10 A while B as because What is the world largest desert? I’m sure the first that (1) to mind is the legendary Sahara − but that’s 3rd It’s actually the desert on the Antarctic (2), measuring just under 14,000,000kms2, closely followed by the Arctic desert Most people living away from deserts associate this kind of (3) with sand, but only 10% of deserts are actually made up of sand (4) The term ‘desert’ in fact describes a (5) which receives almost no (6) ,meaning rainfall, snow, ice or hail The term can also apply to regions where there is greater evaporation of (7) than rainfall In other words, more water is absorbed back into the (8) than stays on or within the ground So, in (9) deserts, you’re mainly talking about ice sheets and a little rock, not sand, of course The surface of many other deserts is comprised of loose rock where the finer particles of dust and sand have been (10) away 11 A jumps B leaps C rises D springs 12 A country B continent C territory D pole 13 A terrain B plain C horizon D nature 14 A hills B dunes C piles D slopes 15 A base B landscape C ground D soil 16 A wildlife B agriculture C precipitation D alteration 17 A moisture B drops C dampness 18 A setting B atmosphere C environment D surroundings D drizzle 77 19 A extreme B Mediterranean C typical D polar 20 A left B disappeared C blown D removed Part II- Read the text and choose the best answer for each question below Bobbi Brown is a very busy man He is 60 years old and he has thirteen jobs He is a postman, a policeman, a fireman, a taxi driver, a school bus driver, a boatman, an ambulance man, an accountant, a petrol attendant, a barman and an undertaker Also, he and his wife, Margaret, have a shop and a small hotel Bobbi lives and works on the island of Gigha in the west of Scotland Only one hundred and twenty people live on Gigha but in summer this number will be doubled because of tourists who come by boat every day Every day Bobbi gets up at 6.00 and makes breakfast for the hotel guests At 8.00 he drives the island’s children to school At 9.00 he collects the post from the boat and delivers it to all the houses on the island He also delivers the beer to the island’s only pub Then he helps Margaret in the shop He says: “Margaret likes being busy, too We never have holidays and we don’t like watching television In the evenings Margaret makes supper and I the accounts At 10.00 we have a glass of wine and then we go to bed Perhaps our life isn’t very exciting, but we like it” 21 Bobbi Brown is a very busy man because A he is 60 years old B he has thirteen jobs C he lives and works on the island D he is a postman 22 In summer, about tourists come by boat every day A 120 B 60 C 240 D 150 78 23 He usually takes the island’s children to school by A bus B taxi C boat D ambulance 24 What does Bobbi in the evenings? ~ A He makes supper B He watches television C He goes to bed early D He does the accounts 25 They don’t watch television in the evenings because A They have a glass of wine B They never have holidays C They don’t like it D They are always tired in the evening Part III- Read the text and choose the best answer for each question below Visit the Edinburgh Festival Every year, thousands of people come to Edinburgh, the capital city of Scotland, to be part of the Edinburgh Festival For three weeks every August and September the city is filled with actors and artists from all over the world They come to Edinburgh for the biggest arts festival in Britain During this time, the streets of the city are alive with music and dance from early in the morning until late at night You can even see artists painting pictures on the streets Tens of thousands of tourists come to the festival to see new films and plays and to hear music played by famous musicians This year, you can see over five hundred performances with actors from more than forty countries The tickets for these performances are quite cheap, and it is usually easier to see your favorite star in Edinburgh than it is in London So come to Edinburgh next summer! 26: How many people come to attend the Edinburgh Festival every year? 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