Choosing specialized vocabulary to teach with data-driven learning: An example from civil engineering

This paper presents a three-part methodology for identifying special-purposes words to teach in data-driven learning (DDL) vocabulary activities. Previous methods have focused on either important an English Specific Purposes (ESP) context or learner gaps—and little no research has addressed how determine whether specific are well suited teaching through DDL rather than more traditional, deductive approach. The system this study used corpus-based approach identify that (1) the ESP context, (2) difficult students, and (3) DDL. applied of civil engineering found it was overall effective 18 prevalent writing, were problematic students whose writing examined, showed indications being discusses drawback system—the time required apply it—and two valuable strengths: revealing functioned discourse not overtly connected (e.g., existing using) could be easily overlooked by instructor.