Home Linguistics & Semiotics Chapter 2. Data-driven learning, theories of learning and second language acquisition
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 2. Data-driven learning, theories of learning and second language acquisition

In search of intersections
  • Anne O’Keeffe
View more publications by John Benjamins Publishing Company
Search
Beyond Concordance Lines
This chapter is in the book Beyond Concordance Lines

Abstract

This chapter focuses on the need to address both theories of learning and theories of language acquisition in data-driven learning (DDL) research. While it recognises that there has been so much worthwhile research work on DDL which has shed so much light on the value of DDL, it is still not a mainstream methodology. The chapter argues that by understanding better the variations in pedagogical underpinnings and ontologies, DDL research can better pinpoint what works within specified variables. Additionally, the paper argues strongly for engagement with ongoing research in second language acquisition (SLA), especially from a usage-based perspective because there are so many resonances for DDL in terms of the centrality of the role of frequently experienced syntactic regularities in learning.

Abstract

This chapter focuses on the need to address both theories of learning and theories of language acquisition in data-driven learning (DDL) research. While it recognises that there has been so much worthwhile research work on DDL which has shed so much light on the value of DDL, it is still not a mainstream methodology. The chapter argues that by understanding better the variations in pedagogical underpinnings and ontologies, DDL research can better pinpoint what works within specified variables. Additionally, the paper argues strongly for engagement with ongoing research in second language acquisition (SLA), especially from a usage-based perspective because there are so many resonances for DDL in terms of the centrality of the role of frequently experienced syntactic regularities in learning.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction 1
  5. Chapter 1. Research in data-driven learning 9
  6. Chapter 2. Data-driven learning, theories of learning and second language acquisition 35
  7. Chapter 3. Looking back on 25 years of TaLC 57
  8. Chapter 4. L2 development of - ing clauses 75
  9. Chapter 5. Collocations in learner English 97
  10. Chapter 6. Profiling learners through pragmatically and error annotated corpora 121
  11. Chapter 7. Exploring the impact of data-driven learning in extensive reading 149
  12. Chapter 8. Data-driven learning 177
  13. Chapter 9. Scoledit 207
  14. Chapter 10. CEFR-J × 28 231
  15. Index 253
https://doi.org/10.1075/scl.102.02oke

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction 1
  5. Chapter 1. Research in data-driven learning 9
  6. Chapter 2. Data-driven learning, theories of learning and second language acquisition 35
  7. Chapter 3. Looking back on 25 years of TaLC 57
  8. Chapter 4. L2 development of - ing clauses 75
  9. Chapter 5. Collocations in learner English 97
  10. Chapter 6. Profiling learners through pragmatically and error annotated corpora 121
  11. Chapter 7. Exploring the impact of data-driven learning in extensive reading 149
  12. Chapter 8. Data-driven learning 177
  13. Chapter 9. Scoledit 207
  14. Chapter 10. CEFR-J × 28 231
  15. Index 253
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 18.9.2025 from https://www.degruyterbrill.com/document/doi/10.1075/scl.102.02oke/html
Scroll to top button