tilTiltanymTiltanym2411-60762709-135XИнститут языкознания имени А.Байтурсынулы КН МОН РК10.55491/2411-6076-2024-4-164-176til-1504Research ArticleПРИКЛАДНОЕ ЯЗЫКОЗНАНИЕAPPLIED LINGUISTICSПРИМЕНЕНИЕ КОРПУСНЫХ МЕТОДОВ ДЛЯ УЛУЧШЕНИЯ ИЗУЧЕНИЯ АНГЛИЙСКОГО ЯЗЫКАAPPLYING CORPUS-BASED METHODS TO ENHANCE ENGLISH LANGUAGE LEARNINGhttps://orcid.org/0000-0001-8913-6067ЕрсултановаГ.YersultanovaG.

Гаухар Ерсултанова, автор-корреспондент, доктор философии (PhD), постдокторант

г. Алматы

Gaukhar Yersultanova, Corresponding author, Doctor of Philosophy (PhD), postdoctoral fellow

Almаty

gyersultanova@gmail.comhttps://orcid.org/0000-0002-4448-2414СейдалиеваГ.SeidaliyevaG.

Гулдана Сейдалиева, доктор философии (PhD)

г. Алматы

Guldana Seidaliyeva, Doctor of Philosophy (PhD)

Almaty

gseidalieva@gmail.comhttps://orcid.org/0000-0002-9466-024XКайырбековаУ.KaiyrbekovaU.

Улболсын Кайырбекова, доктор философии (PhD), доцент

г. Шымкент

Ulbolsyn Kaiyrbekova, Doctor of Philosophy (PhD), Docent

Shymkent

ulbolsyn_kudn@mail.ruКазахский национальный педагогический университет имени АбаяКазахстанAbai Kazakh National Pedagogical UniversityKazakhstanУниверситет дружбы народов имени академика А. КуатбековаКазахстанPeople’s Friendship University named after Academician A.KuatbekovKazakhstan202409012025964164176Copyright © Ерсултанова Г., Сейдалиева Г., Кайырбекова У., 20252025Ерсултанова Г., Сейдалиева Г., Кайырбекова У.Yersultanova G., Seidaliyeva G., Kaiyrbekova U.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.tiltanym.kz/jour/article/view/1504

Данное исследование проведено с целью выявления эффективности использования корпусных материалов в обучении казахстанских студентов английскому языку на основе Корпуса современного американского английского языка (COCA), а также изучения отношения обучающихся к использованию данного метода при обучении английскому языку. В данном исследовании приняли участие тридцать три студента 2 курса Казахского национального университета имени Аль-Фараби (уровень владения английским языком – В1). Студенты 2 курса были разделены методом случайной выборки на две группы: экспериментальная и контрольная. По окончании эксперимента участники должны были усвоить 3 грамматические структуры и новый вокабуляр, связанный с технологией, искусством и различными подкастами. Участники экспериментальной группы изучали грамматику и словарь с использованием упражнений, основанных на материалах корпуса, в то время как контрольная группа продолжала изучать грамматику и лексический минимум с использованием только материалов из стандартных учебников. Сбор и количественный анализ данных осуществлялся с помощью предварительного тестирования, пост-тестирования, и опросника, состоящего из восьми вопросов, который оценивался по пятибалльной шкале Лайкерта. Статистические данные пост-тестирования выявили эффективность использования корпусных материалов по сравнению с упражнениями из стандартных учебников. Кроме этого, данные анализа результатов опроса выявили нейтральное отношение студентов к использованию языковых корпусов в обучении английского языка.

This study aimed to investigate the effectiveness of Corpus of Contemporary American English (СOCA) corpus-based activities on the performance of Kazakhstani students in English Language Teaching (ELT) and the learners' attitudes regarding the corpus-based approach. Thirty-three 2nd year students at Al-Fаrabi Kazakh National University participated in the study (proficiency level in English was Intermediate (B1)). The second-year students were randomized into two intact groups, one for experimentation and the other for control. The participants were expected to learn three grammar structures and vocabulary related to technology, podcasts, and art by the end of the study. Participants in the control group learned grammar and vocabulary structures through coursebook materials, whereas those in the experimental group learned these concepts through corpus-based exercises. The data were collected through pre-test, post-test, and an 8- item-questionnaire based on a 5-point Likert scale as quantitative instruments. According to a statistical analysis of the posttest findings, the corpus-based exercises proved more successful than the coursebook contents. Furthermore, the approach questionnaire analysis showed that students' views regarding applying corpus-based learning activities in ELT were neutral.

 

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The authors declare that there are no conflicts of interest present.