Despite the progress that has recently been made in the field of corpus linguistics and language teaching, it is not clear what impact corpora have actually had so far on English language teaching practice. Corpus researchers often claim that corpus linguistics can make a difference for language teaching and that it has an immense potential to improve pedagogy, but perhaps do not focus enough on the interface of research and practice. They do not make sufficient efforts to reach practitioners, especially teachers, with the ‘corpus mission’, do not know enough about the needs of teachers, and do not show them where corpora can help them solve everyday problems. The present chapter aims to address these issues. It centres on a teachers’ needs analysis carried out to capture important aspects about the situation of teachers, their problems and wishes they might have. A questionnaire was devised that covered topics such as the quality of existing teaching materials, authenticity in language teaching, and the teachers’ language competence and exam marking. This chapter will present selected results from the teachers’ survey and discuss where corpus linguistics (or corpus linguists, rather) could, and should perhaps, offer help to teachers, hence showing them that corpus research can have an impact on pedagogical practice and that corpora can actually make a difference.
2015. Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 197 ff.
Chang, Li-ping & Chun-Ting Chou
2022. Evaluation of the DDL training workshop for in-service Chinese language
teachers. In Intelligent CALL, granular systems and learner data: short papers from
EUROCALL 2022, ► pp. 47 ff.
Chen, Hsueh Chu & Qian Wen Han
2020. Designing and implementing a corpus-based online pronunciation learning platform for Cantonese learners of Mandarin. Interactive Learning Environments 28:1 ► pp. 18 ff.
2018. Corpus Linguistics Meets Academic Writing: Examples of Applications in the Romanian EFL Context. In University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation [Multilingual Education, 29], ► pp. 133 ff.
2012. Corpus Analysis of Written English for Academic Purposes. In The Encyclopedia of Applied Linguistics,
2021. Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL. Computer Assisted Language Learning► pp. 1 ff.
Crosthwaite, Peter & Brett Steeples
2022. Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students. Computer Assisted Language Learning► pp. 1 ff.
2015. Individual Differences among Student Teachers in Taking an Online Corpus Linguistics Course. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 71 ff.
GÜNDOĞDU, Ayşe Eda
2019. Anlam Tercihi Araştırmalarının Sözcük Öğretimine Katkısı: “fiyat/ücret/bedel” Sözcükleri Üzerine Bir Araştırma. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi 36:1 ► pp. 75 ff.
2018. Taking Stock of Corpus-Based Instruction in Teaching English as an International Language. RELC Journal 49:3 ► pp. 381 ff.
Jablonkai, Reka R. & Neva Čebron
2017. Corpora as Tools for Self-Driven Learning. In Student-Driven Learning Strategies for the 21st Century Classroom [Advances in Educational Technologies and Instructional Design, ], ► pp. 274 ff.
Jablonkai, Reka R. & Neva Čebron
2020. Corpora as Tools for Self-Driven Learning. In Language Learning and Literacy, ► pp. 166 ff.
2019. Exploring Collocations with The Prime Machine. International Journal of Computer-Assisted Language Learning and Teaching 9:3 ► pp. 29 ff.
Karras, Jacob Nolen
2016. The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL 28:2 ► pp. 166 ff.
2014. Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL 26:2 ► pp. 260 ff.
2022. Corpus literacy empowerment: taking stock of research to look forward for practice. Journal of China Computer-Assisted Language Learning 2:1 ► pp. 126 ff.
2020. Review: Doval and Sánchez Nieto. 2019. Parallel Corpora for Contrastive and Translation Studies: New Resources and Applications. Corpora 15:3 ► pp. 355 ff.
López, Jersus J. Colmenares
2018. Technology for Teaching Vocabulary. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Mizumoto, Atsushi, Kiyomi Chujo & Kenji Yokota
2016. Development of a scale to measure learners’ perceived preferences and benefits of data-driven learning. ReCALL 28:2 ► pp. 227 ff.
2012. Learner–Corpus Interaction: A Locus of Microgenesis in Corpus-assisted L2 Writing. Applied Linguistics 33:4 ► pp. 361 ff.
Eliene de Souza PAULINO
2016. Anais do VIII Escola Brasileira de Linguística Computacional & XIII Encontro de Linguística de Corpus, ► pp. 93 ff.
2022. “Corpus can be tricky”: revisiting teacher attitudes towards corpus-aided language learning and teaching. Computer Assisted Language Learning 35:7 ► pp. 1620 ff.
2011. Corpus Research Applications in Second Language Teaching. Annual Review of Applied Linguistics 31 ► pp. 205 ff.
Soto-Almela, Jorge & Gema Alcaraz-Mármol
2021. Teaching ESP Through Data-Driven Learning: An Exploratory Study in Health Sciences Degrees. In Mediating Specialized Knowledge and L2 Abilities, ► pp. 209 ff.
2022. Pedagogical issues related to the adverb dou [都] in Mandarin Chinese. Chinese as a Second Language Research 11:1 ► pp. 61 ff.
2022. Automatic Extraction of Verbal Phrasemes in the Electrical Energy Field with NooJ. In Formalizing Natural Languages: Applications to Natural Language Processing and Digital Humanities [Communications in Computer and Information Science, 1758], ► pp. 89 ff.
Zasina, Adran Jan
2022. Corpus approach to teaching Czech as a foreign language in university courses. Bohemistyka :3 ► pp. 435 ff.
This list is based on CrossRef data as of 5 june 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.