Maria Ammari (Poznań): Integrating Concordancing into DDL for ESP: The ‘6 Is’ Framework

Join us for the RC21 Project Symposium, where invited speakers and project team members, Poster Presenters will present their work on methodology and applications of concordance analysis!

Maria Ammari (Poznań): »Integrating Concordancing into DDL for ESP: The ‘6 Is’ Framework«

Abstract:
 
​​Keywords​: Concordancing, Data-Driven Learning (DDL), English for Specific Purposes (ESP), Corpus-Based Instruction, 6 Is Framework, Teacher Training, Linguistic Autonomy, Student-Centred Learning

This poster presents the 6 Is framework, an innovative and comprehensive approach to integrating Data-Driven Learning (DDL) into English for Specific Purposes (ESP) instruction. Expanding upon earlier pedagogical models, including Carter and McCarthy’s (1995) 3 Is and Flowerdew’s (2009) 4 Is, this framework introduces six interconnected phases: introduction, illustration, interaction, induction, intervention, and integration. These phases collectively guide educators and learners through a structured process, progressing from familiarization and demonstration (introduction, illustration) to active exploration and pattern discovery (interaction, induction), followed by guided refinement and practical application (intervention, integration). Designed to equip ESP educators with effective tools and strategies, the framework facilitates the successful implementation of corpus-based methodologies, ensuring a seamless connection between theoretical insights and practical applications.

A key element of this framework is concordance analysis, which fosters linguistic discovery and analytical skills. Through structured scaffolding, the 6 Is framework empowers ESP educators to integrate corpus tools effectively into their teaching, promoting student engagement, linguistic proficiency, and discourse awareness. By addressing challenges associated with corpus tool normalization (Bax, 2003, 2011) and reinforcing the role of teacher training in data-driven learning (Johns, 1991), the framework (Ammari, forthcoming) offers a systematic and pedagogically sound approach to corpus-informed ESP instruction.

This poster provides an overview of the framework and practical examples of its application, as well as its alignment with the specific linguistic demands of ESP contexts. Attendees will gain actionable insights into modernizing ESP instruction through corpus-based teaching methodologies while enhancing teacher competency in DDL approaches.

References:

Ammari, M. (2025, forthcoming). Advancing ESP instruction through DDL: A structured training framework. Glottodidactica, 52(2).

Bax, S. (2003). CALL—Past, present and future. System, 31(1), 13–28. https://doi.org/10.1016/S0346-251X(02)00071-4

Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), 1–15.

Carter, R., & McCarthy, M. (1995). Grammar and the spoken language. Applied Linguistics, 16(2), 141–158. https://doi.org/10.1093/applin/16.2.141

Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3), 393–417.

ShapeJohns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials. In T. Johns & P. King (Eds.), Classroom Concordancing. English Language Research Journal, 4, 1–16.