Chapter published in:
Beyond Concordance Lines: Corpora in language education
Edited by Pascual Pérez-Paredes and Geraldine Mark
[Studies in Corpus Linguistics 102] 2021
► pp. 177–206

Chapter 8
Data-driven learning

Using #LancsBox in academic collocation learning

| Xi’an Jiaotong-Liverpool University
This chapter investigates the effect of data-driven learning (DDL) by comparing the use of a new corpus tool, #LancsBox, with the use of a corpus-based collocations dictionary for academic collocation learning. Learners in the study improved their collocational knowledge by using #LancsBox, although not significantly. No improvement was found through consulting the collocations dictionary. The majority of learners believed that direct corpus consultation using concordance lines and collocation graphs facilitated their collocation learning, whereas learners in the dictionary group considered the use of a dictionary to be more beneficial for writing than learning collocations. Interestingly, learners from both groups reported that they would continue using the assigned tools in future language learning and teaching.
Keywords: data-driven learning, collocations, #LancsBox, collocation graphs
Article outline
  • Introduction
  • Academic collocations
    • Collocations for L2 learners
    • Teaching collocations
  • DDL and collocation learning
  • Rationale and research aims
  • Research design
    • Participants
    • Corpus-based tools
      • #LancsBox and the BAWE corpus
      • Oxford Collocations Dictionary
      • Collocation test
    • Procedure
      • Before the treatment
      • During the treatment
      • After the treatment
  • Results
    • RQ1: Do Chinese learners of English improve their academic collocation knowledge through DDL compared with the use of a corpus-based dictionary?
    • RQ2: Learners’ perceptions of using DDL and the use of a corpus-based dictionary for collocation learning
  • Discussion
  • Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 22 December 2021
https://doi.org/10.1075/scl.102.08liu
References
Ackermann, K., & Chen, Y-H.
(2013) Developing the Academic Collocation List (ACL)–A corpus-driven and expert-judged approach. Journal of English for Academic Purposes, 12(4), 235–247. CrossrefGoogle Scholar
Alsop, S., & Nesi, H.
(2009) Issues in the development of the British Academic Written English (BAWE) corpus. Corpora, 4(1), 71–83. CrossrefGoogle Scholar
Anthony, L.
(2019) Tools and strategies for Data-Driven Learning (DDL) in the EAP writing classroom. In K. Hyland & L. L. C. Wong (Eds.), Specialised English: New directions in ESP and EAP research and practice (pp. 179–194). Routledge. CrossrefGoogle Scholar
Aston, G.
(2001) Learning with corpora: An overview. In G. Aston (Ed.), Learning with corpora (pp. 7–45). CLUEB.Google Scholar
Baker, P.
(2016) The shapes of collocation. International Journal of Corpus Linguistics, 21(2), 139–164. CrossrefGoogle Scholar
Baker, P., & McEnery, T.
(2015) Who benefits when discourse gets democratised? Analysing a Twitter corpus around the British Benefits Street debate. In T. McEnery, & P. Baker (Eds.), Corpora and discourse studies (pp. 244–265). Palgrave Macmillan. CrossrefGoogle Scholar
Barabadi, E., & Khajavi, Y.
(2017) The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education 4(1), 1–13. CrossrefGoogle Scholar
Barfield, A., & Gyllstad, H.
(2009) Introduction: Researching L2 collocation knowledge and development. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language-multiple interpretations (pp. 1–18). Palgrave Macmillan. CrossrefGoogle Scholar
Bernardini, S.
(2002) Exploring new directions for discovery learning. In B. Kettemann, & G. Marko (Eds.), Teaching and learning by doing corpus analysis (pp. 165–182). Rodopi.Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E.
(1999) Longman grammar of spoken and written English. Longman.Google Scholar
Boers, F., Demecheleer, M., Coxhead, A., & Webb, S.
(2014) Gauging the effects of exercises on verb-noun collocations. Language Teaching Research, 18(1), 54–74. CrossrefGoogle Scholar
Boers, F., & Lindstromberg, S.
(2012) Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83–110. CrossrefGoogle Scholar
Boers, F., & Webb, S.
(2018) Teaching and learning collocation in adult second and foreign language learning. Language Teaching, 51(1), 77–89. CrossrefGoogle Scholar
Boulton, A.
(2009a) Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1), 81–106 https://​hal​.archives​-ouvertes​.fr​/hal​-00326990v2.Google Scholar
(2009b) Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1), 37–51. CrossrefGoogle Scholar
Boulton, A., & Cobb, T.
(2017) Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. CrossrefGoogle Scholar
Breyer, Y. A.
(2011) Corpora in language teaching and learning: Potential, evaluation, challenges. Peter Lang.Google Scholar
Brezina, V.
(2012) Use of Google Scholar in corpus-driven EAP research. Journal of English for Academic Purposes, 11, 319–331. CrossrefGoogle Scholar
(2018) Collocation graphs and networks: Selected applications. In P. Cantos-Gómez & M. Almela-Sánchez (Eds.), Lexical collocation analysis: Advances and applications (pp. 59–83). Springer. CrossrefGoogle Scholar
Brezina, V., Mcenery, T., & Wattam, S.
(2015) Collocations in context: A new perspective on collocation networks. International Journal of Corpus Linguistics, 20(2), 139–173. CrossrefGoogle Scholar
Brindle, A.
(2016) The language of hate: A corpus linguistic analysis of white supremacist language. Routledge. CrossrefGoogle Scholar
Çelik, S.
(2011) Developing collocational competence through web-based concordance activities. Novitas-ROYAL (Research on Youth and Language), 5(2), 273–286.Google Scholar
Chambers, A.
(2019) Towards the corpus revolution? Bridging the research–practice gap. Language Teaching, 52(4), 460–475. CrossrefGoogle Scholar
Chan, T., & Liou, H.-C.
(2005) Effects of web-based concordancing instruction on EFL students’ learning of verb - noun collocations. Computer Assisted Language Learning, 18(3), 231–251. CrossrefGoogle Scholar
Charles, M.
(2012) Proper vocabulary and juicy collocations: EAP students evaluate do-it-yourself corpus-building. English for Specific Purposes, 31(2), 93–102. CrossrefGoogle Scholar
Chen, M. & Flowerdew, J.
(2018a) A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. International Journal of Corpus Linguistics, 23(3), 335–369. CrossrefGoogle Scholar
(2018b) Introducing data-driven learning to PhD students for research writing purposes: A territory-wide project in Hong Kong. English for Specific Purposes, 50, 91–112. CrossrefGoogle Scholar
Chen, Y.
(2016) Dictionary use for collocation production and retention: A CALL-based study dictionary. International Journal of Lexicography, 30(2), 225–251. CrossrefGoogle Scholar
Chon, Y. V., & Shin, D.
(2013) A corpus-driven analysis of spoken and written academic collocations. Multimedia-Assisted Language Learning, 16(3), 11–38. CrossrefGoogle Scholar
Chujo, K., & Oghigian, K.
(2012) DDL for EFL beginners: A report on student gains and views on paper-based concordancing and the role of L1. In J. Thomas, & A. Boulton (Eds.), Input, process and product: Developments in teaching and language corpora (pp. 170–183). Masaryk University Press.Google Scholar
Cobb, T.
(2019) From corpus to CALL: The use of technology in teaching and learning formulaic language. In A. Siyanova-Chanturia & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 192–210). Routledge.Google Scholar
Cobb, T., & Boulton, A.
(2015) Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 478–497). Cambridge University Press.. CrossrefGoogle Scholar
Collins-COBUILD English collocations dictionary
(1995) HarperCollins.Google Scholar
Conklin, K., & Schmitt, N.
(2008) Formulaic sequences: Are they processed more quickly than Nonformulaic language by native and Nonnative speakers? Applied Linguistics, 29(1), 72–89. CrossrefGoogle Scholar
Coxhead, A.
(2018) Vocabulary and English for specific purposes research: Quantitative and qualitative perspectives. Routledge.Google Scholar
Coxhead, A., & Byrd, P.
(2007) Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16(3), 129–147. CrossrefGoogle Scholar
Cross, J., & Papp, S.
(2008) Creativity in the use of verb + noun combinations by Chinese learners of English. In G. Gilquin, S. Papp, & M. Belén Díez-Bedmar (Eds.), Linking up contrastive and learner corpus research (pp. 55–81). Rodopi.Google Scholar
Crosthwaite, P., Wong, L. L., & Cheung, J.
(2019) Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning. ReCALL, 31(3), 255–275. CrossrefGoogle Scholar
Daskalovska, N.
(2015) Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130–144. CrossrefGoogle Scholar
Durrant, P.
(2009) Investigating the viability of a collocation list for students of English for academic purposes. English for Specific Purposes, 28(3), 157–169. CrossrefGoogle Scholar
(2019) Formulaic language for English for academic purposes. In A. Siyanova-Chanturia, & A. Pellicer-Sánchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 174–191). Routledge.Google Scholar
Durrant, P., & Schmitt, N.
(2009) To what extent do native and non-native writers make use of collocations? IRAL – International Review of Applied Linguistics, 47(2), 157–177. CrossrefGoogle Scholar
Ebeling, S. O., & Hasselgård, H.
(2015) Learners’ and native speakers’ use of recurrent word-combinations across disciplines. Bergen Language and Linguistics Studies, 6, 87–106. CrossrefGoogle Scholar
El-Dakhs, D. A. S., Ambreen, F., & Zaheer, M.
(2019) The effect of textual enhancement on collocation learning: The case of Arab EFL learners. Electronic Journal of Foreign Language Teaching, 16(1), 114–139.Google Scholar
Erman, B., & Warren, B.
(2000) The idiom principle and the open choice principle. Text & Talk, 20(1), 29–62. CrossrefGoogle Scholar
Erten, İ. H., & Tekin, M.
(2008) Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. System, 36(3), 407–422. CrossrefGoogle Scholar
Farr, F.
(2010) How can corpora be used in teacher education? In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 648–660). Routledge. CrossrefGoogle Scholar
Finkbeiner, M., & Nicol, J.
(2003) Semantic category effects in second language word learning. Applied Psycholinguistics, 24(3), 369–383. CrossrefGoogle Scholar
Firth, J. R.
(1957) Papers in linguistics, 1934–1951. Oxford University Press.Google Scholar
Foster, P.
(2001) Rules and routines: a consideration of their role in the task-based language production of native and non-native speakers. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 75–93). Longman.Google Scholar
Frankenberg-Garcia, A.
(2005) A peek into what today’s language learners as researchers actually do. International Journal of Lexicography, 18(3), 335–355. CrossrefGoogle Scholar
(2012) Learners’ use of corpus examples. International Journal of Lexicography, 25, 273–296. CrossrefGoogle Scholar
(2014) The use of corpus examples for language comprehension and production. ReCALL, 26, 128–146. CrossrefGoogle Scholar
Gablasova, D., Brezina, V., & McEnery, T.
(2017) Collocations in corpus-based language learning research: Identifying, comparing, and interpreting the evidence. Language Learning, 67(1), 155–179. CrossrefGoogle Scholar
Gabrielatos, C.
(2005) Corpora and language teaching: Just a fling, or wedding bells? Tesl-Ej, 8(4), 1–39.Google Scholar
Geluso, J., & Yamaguchi, A.
(2014) Discovering formulaic language through data-driven learning: Student attitudes and efficacy. ReCALL, 26(2), 225–242. CrossrefGoogle Scholar
Gilquin, G., & Granger, S.
(2010) How can data-driven learning be used in language teaching? In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 359–370). Routledge. CrossrefGoogle Scholar
Gilquin, G., & Paquot, M.
(2008) Too chatty: Learner academic writing and register variation. English Text Construction, 1(1), 41–61. CrossrefGoogle Scholar
Granger, S.
(1998) Prefabricated patterns in advanced EFL writing: Collocations and formulae. In A. P. Cowie (Ed.), Phraseology: Theory, analysis, and applications (pp. 145–160). Oxford University Press.Google Scholar
(2015) The contribution of learner corpora to reference and instructional material design. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 485–510). Cambridge University Press. CrossrefGoogle Scholar
Granger, S., & Bestgen, Y.
(2014) The use of collocations by intermediate vs. advanced non-native writers: A bigram-based study. International Review of Applied Linguistics in Language Teaching, 52(3), 229–252. CrossrefGoogle Scholar
Granger, S., Dagneaux, E., Meunier, F., & Paquot, M.
(2009) International Corpus of Learner English. Handbook and CD-ROM. Version 2. Presses Universitaires de Louvain.Google Scholar
Granger, S., & Paquot, M.
(2008) Disentangling the phraseological web. In S. Granger & F. Meunier (Eds.), Phraseology: An interdisciplinary perspective (pp. 27–50). John Benjamins. CrossrefGoogle Scholar
Henriksen, B.
(2013) Research on L2 learners’ collocational competence and development –A progress report. In C. Bardel, C. Lindqvist, & B. Laufer (Eds.), L2 vocabulary acquisition, knowledge and use (pp. 29–56). Retrieved from http://​www​.eurosla​.org
Huang, Z.
(2014) The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2), 163–183. CrossrefGoogle Scholar
Hunston, S.
(2002) Corpora in applied linguistics. Cambridge University Press. CrossrefGoogle Scholar
Hyland, K.
(2012) Bundles in academic discourse. Annual Review of Applied Linguistics, 32, 150–169. CrossrefGoogle Scholar
Johansson, S.
(2009) Some thoughts on corpora and second language acquisition. In K. Aijmer (Ed.), Corpora and language teaching (pp. 33–44). John Benjamins. CrossrefGoogle Scholar
Johns, T.
(1991) From print out to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Johns & P. King (Eds.), ELR Journal 4: Classroom concordancing (pp. 27–46). University of Birmingham.Google Scholar
Jones, M., & Haywood, S.
(2004) Facilitating the acquisition of formulaic sequences. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing, and use (pp. 269–300). John Benjamins. CrossrefGoogle Scholar
Kang, N.
(2019) Effectiveness of collocation learning through a web-concordancer in a Korean EFL university course. Multimedia-Assisted Language Learning, 22(1), 41–84.Google Scholar
Kennedy, C., & Miceli, T.
(2001) Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning & Technology, 14(1), 28–44. http://​hdl​.handle​.net​/10125​/44201Google Scholar
Koosha, M., & Jafarpour, A. A.
(2006) Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners. Asian EFL journal, 8(4), 192–209.Google Scholar
Laufer, B.
(2010) The contribution of dictionary use to the production and retention of collocations in a second language. International Journal of Lexicography, 24(1), 29–49. CrossrefGoogle Scholar
Laufer, B., & Waldman, T.
(2011) Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2), 647–672. CrossrefGoogle Scholar
Lee, H., Warschauer, M., & Lee, J. H.
(2018) The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 1–34. CrossrefGoogle Scholar
Leńko-Szymańska, A.
(2014) Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL, 26(2), 260–278. CrossrefGoogle Scholar
(2017) Training teachers in data driven learning: Tackling the challenge. Language Learning & Technology, 21(3), 217–241. http://​hdl​.handle​.net​/10125​/44628
Lewis, M.
(2000) Learning in the lexical approach. In L. Michael (Ed.), Teaching collocation: Further developments in the lexical approach (pp. 155–185). Heinle Cengage Learning.Google Scholar
Li, J. and Schmitt, N.
(2009) The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18, 85–102. Crossref
Li, J., & Schmitt, N.
(2010) The development of collocation use in academic texts by advanced L2 learners: A multiple case study approach. In D. Wood (Ed.), Perspectives on formulaic language: Acquisition and communication (pp. 22–46). Continuum.Google Scholar
Lin, M. H.
(2016) Effects of corpus-aided language learning in the EFL grammar classroom: A case study of students’ learning attitudes and teachers’ perceptions in Taiwan. TESOL Quarterly, 50(4), 871–893. CrossrefGoogle Scholar
Liu, S., & Ma, Z.
(2011) An empirical study on concordance-based English collocation teaching. International Journal of Education and Management Engineering, 1(4), 46–52. CrossrefGoogle Scholar
Luo, Q.
(2016) The effects of data-driven learning activities on EFL learners’ writing development. SpringerPlus, 5, 1255. CrossrefGoogle Scholar
Lu, Y.
(2017) A corpus study of collocation in Chinese learner English. Routledge.Google Scholar
Martelli, A.
(2007) Lexical collocations in learner English: A corpus-based approach. Edizioni dell’Orso.Google Scholar
McEnery, T., & Hardie, A.
(2011) Corpus linguistics: Method, theory and practice. Cambridge University Press. CrossrefGoogle Scholar
McEnery, T., & Xiao, R.
(2011) What corpora can offer in language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 364–380). Routledge.Google Scholar
McGee, I.
(2012) Collocation dictionaries as inductive learning resources in data-driven learning – an analysis and evaluation. International Journal of Lexicography, 25(3), 319–361. CrossrefGoogle Scholar
McIntosh, C., Francis, B., & Poole, R.
(Eds.) (2009) Oxford collocations dictionary for students of English (2nd ed.). Oxford University Press.Google Scholar
Men, H.
(2018) Vocabulary increase and collocation learning: A corpus-based cross-sectional study of Chinese learners of English. Springer. CrossrefGoogle Scholar
Meunier, F., & Gouverneur, C.
(2007) The treatment of phraseology in ELT textbooks. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp. 119–139). Brill Rodopi. CrossrefGoogle Scholar
Naseri, E., & Khodabandeh, F.
(2019) Comparing the impact of audio-visual input enhancement on collocation learning in traditional and mobile learning contexts. Applied Research on English Language, 8(3), 383–422. f36bGoogle Scholar
Nation, I. S. P.
(2013) Learning vocabulary in another language (2nd ed.). Cambridge University Press. CrossrefGoogle Scholar
Nesi, H.
(2000) Electronic dictionaries in second language vocabulary comprehension and acquisition: The state of the art. In U. Heid, S. Evert, E. Lehmann, & C. Rohrer (Eds.), Proceedings of the Ninth Euralex International Congress, EURALEX 2000 (pp. 839–847). Universität Stuttgart.Google Scholar
Nesselhauf, N.
(2003) The use of collocations by advanced leaners of English and some implication for teaching. Applied Linguistics, 24(2), 233–242. CrossrefGoogle Scholar
(2005) Collocations in a learner corpus. John Benjamins. CrossrefGoogle Scholar
O’Dell, F., & McCarthy, M.
(2017) English collocations in use: How words work together for fluent and natural English, Advanced (2nd ed.). Cambridge University Press.Google Scholar
O’Sullivan, Í., & Chambers, A.
(2006) Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15(1), 49–68. CrossrefGoogle Scholar
Oxford advanced learner’s English-Chinese dictionary (4th ed.)
(1997) Oxford University Press.Google Scholar
Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J. M., & Jiménez, P. A.
(2011) Tracking learnersʼ actual uses of corpora: guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3), 233–253. CrossrefGoogle Scholar
Peters, E., & Pauwels, P.
(2015) Learning academic formulaic sequences. Journal of English for Academic Purposes, 20, 28–39. CrossrefGoogle Scholar
Pirmoradian, M., & Tabatabaei, O.
(2012) The enhancement of lexical collocation learning through concordancing: A case of Iranian EFL learners. The Modern Journal of Applied Linguistics, 4(4), 185–200.
Rezaee, A. A., Marefat, H., & Saeedakhtar, A.
(2015) Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning, 28(6), 532–549. CrossrefGoogle Scholar
Rundell, M.
(Ed.) (2010) Macmillan collocations dictionary for learners of English (2nd ed.). Macmillan Education.Google Scholar
Schaeffer-Lacroix, E.
(2019) Barriers to trainee teachers’ corpus use. In P. Crosthwaite (Ed.), Data-driven learning for the next generation corpora and DDL for pre-tertiary learners (pp. 47–64). Routledge. CrossrefGoogle Scholar
Schmitt, N.
(2010) Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. CrossrefGoogle Scholar
Schmitt, N., & Carter, R.
(2004) Formulaic sequences in action. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 1–22). John Benjamins. CrossrefGoogle Scholar
Simpson-Vlach, R., & Ellis, N. C.
(2010) An academic formulas list: New methods in phraseology research. Applied Linguistics, 31(4), 487–512. CrossrefGoogle Scholar
Sinclair, J.
(2004) How to use corpora in language teaching. John Benjamins. CrossrefGoogle Scholar
Siyanova, A., & Schmitt, N.
(2008) L2 Learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64(3), 429–458. CrossrefGoogle Scholar
Siyanova-Chanturia, A.
(2015) Collocation in beginner learner writing: A longitudinal study. System, 53, 148–160. CrossrefGoogle Scholar
Sripicharn, P.
(2010) How can we prepare learners for using language corpora? In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 345–358). Routledge. CrossrefGoogle Scholar
Szudarski, P.
(2019) Effects of data-driven learning on enhancing the phraseological knowledge of secondary school learners of L2 English. In P. Crosthwaite (Ed.), Data-driven learning for the next generation corpora and DDL for pre-tertiary learners (pp. 133–149). Routledge. CrossrefGoogle Scholar
Szudarski, P., & Carter, R.
(2016) The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics, 26(2), 245–265. CrossrefGoogle Scholar
Taljard, E.
(2016) Collocational information for terminological purposes. In T. Margalitadze & G. Meladze (Eds.), Proceedings of XVII EURALEX International Congress (pp. 553–560). Ivane Javakhishvili Tbilisi State University.Google Scholar
Tono, Y.
(2011) Application of eye-tracking in EFL learners’ dictionary look-up process research. International Journal of Lexicography, 24(1), 124–153. CrossrefGoogle Scholar
Tsai, K.-J.
(2015) Profiling the collocation use in ELT textbooks and learner writing. Language Teaching Research, 19(6), 723–740. CrossrefGoogle Scholar
Uçar, S., & Yükselir, C.
(2015) The effect of corpus-based activities on verb-noun collocations in EFL classes. Turkish Online Journal of Educational Technology, 14(2), 195–205.Google Scholar
Underwood, G., Schmitt, N., & Galpin, A.
(2004) The eyes have it: An eye-movement study into the processing of formulaic sequences. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 153–172). John Benjamins. CrossrefGoogle Scholar
Vyatkina, N.
(2016a) Data-driven learning for beginners: The case of German verb-preposition collocations. ReCALL, 28(2), 207–226. CrossrefGoogle Scholar
(2016b) Data-driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning and Technology, 20(3), 159–179. http://​hdl​.handle​.net​/10125​/44487
(2020) Corpora as open educational resources for language teaching. Foreign Language Annals, 53, 359–370. CrossrefGoogle Scholar
Vyatkina, N., & Boulton, A.
(2017) Corpora in language learning and teaching. Language Learning and Technology, 21(3), 1–8. http://​hdl​.handle​.net​/10125​/44621
Xiao, R.
(2015) Collocations. In D. Biber, & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 106–124). Cambridge University Press. CrossrefGoogle Scholar
Yamashita, J.
(2018) Possibility of semantic involvement in the L1-L2 congruency effect in the processing of L2 collocations. Journal of Second Language Studies, 1(1), 60–78. CrossrefGoogle Scholar
Yamashita, J., & Jiang, N.
(2010) L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44(4), 647–668. https://​onlinelibrary​.wiley​.com​/doi​/abs​/10​.5054​/tq​.2010​.235998. CrossrefGoogle Scholar
Yeh, Y., Liou, H.-C., & Li, H.-Y.
(2007) Online synonym materials and concordancing for EFL college writing. Computer Assisted Language Learning, 20(2), 131–152. CrossrefGoogle Scholar
Yoon, H.
(2008) More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12(2), 31–48. http://​hdl​.handle​.net​/10125​/44142Google Scholar
Yoon, H., & Hirvela, A.
(2004) ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4), 257–283. CrossrefGoogle Scholar