Discourse-Annotated Corpus for Foreign Language Teaching/Learning: Prior Knowledge Meaning

Giedrė Valūnaitė Oleškevičienė; Guilhermina Lobato Miranda; Liudmila Mockienė; Dalia Gulbinskienė

doi:10.15823/p.2022.147.9

Discourse-Annotated Corpus for Foreign Language Teaching/Learning: Prior Knowledge Meaning

Authors

Giedrė Valūnaitė Oleškevičienė Mykolas Romeris University, Lithuania
Guilhermina Lobato Miranda Lisbon University, Portugal
Liudmila Mockienė Mykolas Romeris University, Lithuania
Dalia Gulbinskienė Vilnius Gediminas Technical University, Lithuania

DOI:

https://doi.org/10.15823/p.2022.147.9

Keywords:

discourse-annotated corpus, language teaching / learning, prior knowledge

Abstract

The process of teaching and learning is characterized by the usage of prior knowledge schemas in the procedure. The research aims to explore the meaning of initial knowledge in the process of teaching and learning a foreign language at more advanced levels while developing and using discourse-annotated corpora. The research reveals two essential dimensions-organizational and personal, which structurally represent the experience of the research participants.

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Published

2023-09-18

How to Cite

Valūnaitė Oleškevičienė, G., Lobato Miranda, G., Mockienė, L., & Gulbinskienė, D. (2023). Discourse-Annotated Corpus for Foreign Language Teaching/Learning: Prior Knowledge Meaning. Pedagogika / Pedagogy, 147(3), 183–197. https://doi.org/10.15823/p.2022.147.9