Abstracts
Résumé
Notre étude examine la récente littérature sur l’enseignement des collocations en anglais au niveau tertiaire à travers l’apprentissage guidé par les données (Data-Driven Learning, DDL). Elle retrace les principales étapes du développement des corpus grâce à l’évolution technologique, des premiers ensembles aux méga-corpus actuels, et met en lumière leurs contributions à l’apprentissage et à l’écriture académique. Les méta-analyses récentes confirment l’efficacité du DDL, bien que certains obstacles pratiques persistent dans sa mise en oeuvre pédagogique. L’émergence de l’intelligence artificielle ouvre néanmoins des perspectives nouvelles : les premiers travaux suggèrent qu’elle peut enrichir plutôt que remplacer le DDL, en soutenant une approche intégrée qui renforce l’autonomie et le discernement des apprenants. La revue se conclut par des pistes de développement pour structurer cette convergence entre corpus, DDL et intelligence artificielle.
Mots-clés :
- Data-Driven Learning (DDL),
- collocation,
- écriture académique,
- corpus,
- intelligence artificielle
Abstract
The present study examines the recent literature on the teaching of collocations through Data-Driven Learning (DDL) at the tertiary level. It first traces the major stages in the development of corpora as shaped by technological advances, noting the clear evolution from the Brown family of corpora to today’s large-scale mega-corpora and the pedagogical implications of this shift for DDL practices, collocation instruction, and academic writing. Although practical challenges continue to limit the widespread implementation of DDL, recent meta-analyses discussed in this review demonstrate the overall effectiveness of DDL for teaching collocations. Moreover, the emergence of generative artificial intelligence (GenAI) introduces new possibilities. Early studies suggest that GenAI tools have the potential to complement rather than replace DDL by fostering an integrated pedagogical approach that strengthens learners’ autonomy and critical thinking. The study concludes by outlining steps aimed at articulating and advancing the convergence between corpora, DDL, and artificial intelligence.
Keywords:
- Data-Driven Learning (DDL),
- Collocation,
- Academic Writing,
- Corpus,
- Artificial Intelligence
Appendices
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