Nina Vyatkina is Professor of German and Applied Linguistics at the University of Kansas, USA.

Nina Vyatkina draws on her wealth of expertise in the area to provide a lively and engaging insight into the potential of language corpora for teaching and learning German, with her usual enthusiasm, original thinking and scientific rigour. With its solid theoretical foundation combined with a meticulous attention to empirical research, this book is an essential companion for novice and experienced scholars interested in DDL, especially for languages other than English – German and beyond. Students and teachers will also appreciate its easy readability and the judicious use of illustrative tables and figures, always with an eye for practical implications (not just chapter 6). The section linking DDL and ISLA is hugely insightful and should inspire other fruitful comparisons of this type.Alex Boulton, ATILF, University of Lorraine & CNRS, FranceThrough the lens of data-driven learning for German, Nina Vyatkina masterfully addresses fundamental issues in data-driven learning as a whole: the under-representation of languages other than English, the hiatus between data-driven learning and second language acquisition research, and the gap between research findings and current pedagogical practices. Her innovative approach in dealing with such issues makes her book an essential reference resource that significantly moves the field forward, a must-read for researchers, teachers, and students.Luciana Forti, University for Foreigners of Perugia, ItalyIn her outstanding book on data-driven learning, Nina Vyatkina exemplifies exceptional expertise in the field. She adeptly blends in-depth reflexions on the domain with scaffolded practical insights. She offers educators, learners and researchers alike an invaluable, accessible and comprehensive resource built around German and easily transferable to any language.Fanny Meunier, UCLouvain, Belgium

• List of FiguresList of TablesForewordAcknowledgments1 Introduction 1.1 Corpora in language teaching and learning 1.2 Current challenges and emerging solutions1.2.1 The English–LOTEs divide1.2.2 The DDL–ISLA research divide1.2.3 The research–pedagogy divide1.3 Scope of the book and chapter summariesReferences2 Corpus Applications in L2 German Teaching2.1 Indirect corpus applications2.1.1 Historical background 2.1.2 Indirect corpus applications for German 2.2 Direct corpus applications for German 2.2.1 Historical background2.2.2 Period I: 1974–2000 2.2.3 Period II: 2001–2010 2.2.4 Period III: 2011–2020 2.3 Chapter summary References 3 Empirical studies on the effectiveness of DDL for German3.1 Background 3.2 Method 3.3 Narrative review 3.3.1 Period I: 1997–2003 3.3.2 Period II: 2004–2007 3.3.3 Period III: 2008–2011 3.3.4 Period IV: 2012–20153.3.5 Period V: 2016–2019 3.4 Comparative methodological synthesis of studies on DDL for German, other LOTEs, and English3.4.1 Publication 3.4.2 Population 3.4.3 Treatment 3.4.4 Design 3.5 Chapter summary References 4 Comparative methodological synthesis of ISLA and DDL research on L2 collocations4.1 Background4.1.1 Existing and missing connections between DDL and SLA4.1.2 Multiword items in ISLA and DDL vocabulary research4.2 Study design 4.2.1 Research question4.2.2 Article database4.2.3 Method 4.3 Data analysis: procedures and results 4.3.1 Manual analysis4.3.2 Automated analysis 4.4 Chapter summary References 5 DDL effectiveness for the improvement of the L2 vocabulary knowledge: The case of German verb–noun collocations5.1 Background 5.1.1 Collocations and L2 knowledge 5.1.2 Implicit instruction with input modification5.1.3 Explicit instruction with focus on forms 5.1.4 Corpus-based instruction5.1.5 Factors that influence the knowledge and learning of collocations5.1.6 Research on collocations in German and other LOTEs5.2 Rationale and research questions5.3 Design 5.3.1 Participants and institutional setting 5.3.2 Target items 5.3.3 Treatment materials and procedures 5.3.4 Data collection instruments and scoring 5.3.5 Timeline 5.3.6 Data analysis method 5.4 Results 5.4.1 Research question 1 5.4.2 Research question 2 5.4.3 Research question 3 5.4.4 Research question 4 5.5 Discussion 5.6 Limitations 5.7 Chapter summary References 6 Materials design: Development of Open Educational Resources and Practices for DDL of German6.1 OER and OEP in language learning and teaching6.2 OER in DDL6.3 Incorporating Corpora: corpus-based OER for teaching German to English-speaking learners6.3.1 Introduction 6.3.2 About the Project 6.3.3 Introduction to DWDS 6.3.4 The workbook 6.3.5 Pilot testing of Incorporating Corpora 6.3.6 Learner perceptions of Incorporating Corpora 6.4 Chapter summary References 7 Conclusions and outlook for DDL of German and beyond7.1 Book summary7.2 Bridging the English–LOTEs divide 7.3 Bridging the DDL–ISLA divide 7.4 Bridging the research–pedagogy divide7.5 Conclusion and outlook ReferencesAppendix A: Top 50 keywords in the ISLA articles subsetAppendix B: Top 50 keywords in the DDL articles subsetAppendix C: Language background questionnaire Appendix D: Verb–noun collocations on paper: worksheet Appendix E: Verb–noun collocations on computer: worksheet Appendix F: Collocation knowledge test part I Appendix G: Collocation knowledge test part II Index

Nina Vyatkina is Professor of German and Applied Linguistics at the University of Kansas, USA.

Nina Vyatkina draws on her wealth of expertise in the area to provide a lively and engaging insight into the potential of language corpora for teaching and learning German, with her usual enthusiasm, original thinking and scientific rigour. With its solid theoretical foundation combined with a meticulous attention to empirical research, this book is an essential companion for novice and experienced scholars interested in DDL, especially for languages other than English – German and beyond. Students and teachers will also appreciate its easy readability and the judicious use of illustrative tables and figures, always with an eye for practical implications (not just chapter 6). The section linking DDL and ISLA is hugely insightful and should inspire other fruitful comparisons of this type.Alex Boulton, ATILF, University of Lorraine & CNRS, FranceThrough the lens of data-driven learning for German, Nina Vyatkina masterfully addresses fundamental issues in data-driven learning as a whole: the under-representation of languages other than English, the hiatus between data-driven learning and second language acquisition research, and the gap between research findings and current pedagogical practices. Her innovative approach in dealing with such issues makes her book an essential reference resource that significantly moves the field forward, a must-read for researchers, teachers, and students.Luciana Forti, University for Foreigners of Perugia, ItalyIn her outstanding book on data-driven learning, Nina Vyatkina exemplifies exceptional expertise in the field. She adeptly blends in-depth reflexions on the domain with scaffolded practical insights. She offers educators, learners and researchers alike an invaluable, accessible and comprehensive resource built around German and easily transferable to any language.Fanny Meunier, UCLouvain, Belgium

• List of FiguresList of TablesForewordAcknowledgments1 Introduction 1.1 Corpora in language teaching and learning 1.2 Current challenges and emerging solutions1.2.1 The English–LOTEs divide1.2.2 The DDL–ISLA research divide1.2.3 The research–pedagogy divide1.3 Scope of the book and chapter summariesReferences2 Corpus Applications in L2 German Teaching2.1 Indirect corpus applications2.1.1 Historical background 2.1.2 Indirect corpus applications for German 2.2 Direct corpus applications for German 2.2.1 Historical background2.2.2 Period I: 1974–2000 2.2.3 Period II: 2001–2010 2.2.4 Period III: 2011–2020 2.3 Chapter summary References 3 Empirical studies on the effectiveness of DDL for German3.1 Background 3.2 Method 3.3 Narrative review 3.3.1 Period I: 1997–2003 3.3.2 Period II: 2004–2007 3.3.3 Period III: 2008–2011 3.3.4 Period IV: 2012–20153.3.5 Period V: 2016–2019 3.4 Comparative methodological synthesis of studies on DDL for German, other LOTEs, and English3.4.1 Publication 3.4.2 Population 3.4.3 Treatment 3.4.4 Design 3.5 Chapter summary References 4 Comparative methodological synthesis of ISLA and DDL research on L2 collocations4.1 Background4.1.1 Existing and missing connections between DDL and SLA4.1.2 Multiword items in ISLA and DDL vocabulary research4.2 Study design 4.2.1 Research question4.2.2 Article database4.2.3 Method 4.3 Data analysis: procedures and results 4.3.1 Manual analysis4.3.2 Automated analysis 4.4 Chapter summary References 5 DDL effectiveness for the improvement of the L2 vocabulary knowledge: The case of German verb–noun collocations5.1 Background 5.1.1 Collocations and L2 knowledge 5.1.2 Implicit instruction with input modification5.1.3 Explicit instruction with focus on forms 5.1.4 Corpus-based instruction5.1.5 Factors that influence the knowledge and learning of collocations5.1.6 Research on collocations in German and other LOTEs5.2 Rationale and research questions5.3 Design 5.3.1 Participants and institutional setting 5.3.2 Target items 5.3.3 Treatment materials and procedures 5.3.4 Data collection instruments and scoring 5.3.5 Timeline 5.3.6 Data analysis method 5.4 Results 5.4.1 Research question 1 5.4.2 Research question 2 5.4.3 Research question 3 5.4.4 Research question 4 5.5 Discussion 5.6 Limitations 5.7 Chapter summary References 6 Materials design: Development of Open Educational Resources and Practices for DDL of German6.1 OER and OEP in language learning and teaching6.2 OER in DDL6.3 Incorporating Corpora: corpus-based OER for teaching German to English-speaking learners6.3.1 Introduction 6.3.2 About the Project 6.3.3 Introduction to DWDS 6.3.4 The workbook 6.3.5 Pilot testing of Incorporating Corpora 6.3.6 Learner perceptions of Incorporating Corpora 6.4 Chapter summary References 7 Conclusions and outlook for DDL of German and beyond7.1 Book summary7.2 Bridging the English–LOTEs divide 7.3 Bridging the DDL–ISLA divide 7.4 Bridging the research–pedagogy divide7.5 Conclusion and outlook ReferencesAppendix A: Top 50 keywords in the ISLA articles subsetAppendix B: Top 50 keywords in the DDL articles subsetAppendix C: Language background questionnaire Appendix D: Verb–noun collocations on paper: worksheet Appendix E: Verb–noun collocations on computer: worksheet Appendix F: Collocation knowledge test part I Appendix G: Collocation knowledge test part II Index