DDL learning in ESP teaching: an exploratory study on multi-word unit usage in business letters

Marín Pérez, María José; Aguado Jiménez, María Pilar

Publication:
DDL learning in ESP teaching: an exploratory study on multi-word unit usage in business letters

dc.contributor.author	Marín Pérez, María José
dc.contributor.author	Aguado Jiménez, María Pilar
dc.contributor.department	Filología Inglesa
dc.date.accessioned	2024-05-20T07:13:37Z
dc.date.available	2024-05-20T07:13:37Z
dc.date.created	2022-01-01
dc.date.issued	2023-05-17
dc.description	© 2023. The authors. This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by /4.0/ This document is the published version of a published work that appeared in final form in ESP Today. To access the final work, see DOI: https://doi.org/10.18485/esptoday.2024.12.2.3	es
dc.description.abstract	The present research explores the potential benefits that corpus-based instruction might have on the acquisition and usage of multi-word units (MWUs) in business English. To that end, a data-driven learning (DDL) methodology was designed and implemented to teach such units to a group of 55 informants divided into an experimental and a control group. The experimental group was taught about the usage of MWUs in business letter writing through the exposure and management of an ad hoc corpus of such expressions, while the control group went through the traditional sessions designed to that purpose. The comparison between the pre- and post-test results suggests that the experimental group excelled the control one in the proportion of correct MWUs used in their letters (48.19% of the units retrieved against 20.15%, respectively). On a qualitative level, the variety of MWUs used by the former was also greater, covering a larger number of functional categories than the control group, where we found almost 3/4 of the expressions falling under one single category. Finally, non-parametric Mann-Whitney U test was also run on the data related to individual achievement, pointing at the statistical significance (p≤0.001 for both groups) of the differences found on a global level and supporting our perception on the benefits of corpus-based instruction.	es
dc.format	application/pdf	es
dc.format.extent	24	es
dc.identifier.citation	ESP Today, Vol. 12 (2). 2023: 245-268.
dc.identifier.doi	https://doi.org/10.18485/esptoday.2024.12.2.3
dc.identifier.uri	http://hdl.handle.net/10201/141700
dc.language	eng	es
dc.publisher	University of Belgrade [University Publisher] Faculty of Economics	es
dc.relation	Sin financiación externa a la universidad	es
dc.relation.publisherversion	https://www.esptodayjournal.org/pdf/june_2024/3_Maria-Jose_Marin-Perez_&_Maria-Pilar_Aguado-Jimenez.pdf	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	English for Specific Purposes	es
dc.subject	Corpus Linguistics	es
dc.subject	Data-driven learning	es
dc.subject.other	CDU::8- Lingüística y literatura::81 - Lingüística y lenguas	es
dc.title	DDL learning in ESP teaching: an exploratory study on multi-word unit usage in business letters	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es