THE DEVELOPMENT OF WRITING COMPETENCE THROUGH DATA-DRIVEN LEARNING (ON THE BASIS OF COCA)
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Abstract
The purpose of this article is to demonstrate how teachers can use data-driven learning methods to teach writing. First, a brief overview of corpus linguistics, data-driven learning, and the corpus used in this article (COCA) is given. Data-driven learning has been proved as an effective approach in helping learners solve various writing problems such as correcting lexical or grammatical errors, improving the use of collocations and generating ideas in writing, etc. This article reports on an empirical study in which data-driven learning was accomplished with the assistance of the user-friendly Corpus of Contemporary American English (COCA), and presents some strategies of how this corpus can be implemented by English teachers in the classroom with special focus on writing.
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