Whereas researchers have long seen the benefits of using corpora to enhance the description of language, the regular use of corpora in the EFL classroom is still a rare occurrence. One reason is likely to be that learning how to use corpora is seldom part of teacher training courses. As a result, teachers themselves – both at university level and at lower levels – lack the skills needed to use this “native-speaker consultant”. If training in how to use corpora were integrated into university level courses such as syntax, written proficiency and translation, in time it could become just as natural to consult a corpus as to look up an item in a dictionary or a grammar book.
The present paper, which is based on almost a decade’s experience of using corpora in the teaching of EFL syntax at the university level, outlines how teachers can utilize this resource both to design exercises and to make grammar “come alive” in the classroom. Furthermore, it summarizes students’ attitudes regarding hands-on exercises using corpora, and discusses the problems as well as the benefits of involving students directly in interpreting edited and unedited corpus data.
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Carloni, Giovanna
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.
Charles, Maggie
2012. English for Academic Purposes. In The Handbook of English for Specific Purposes, ► pp. 137 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.
Khalili, Elahe & Ehsan Rezvani
2017. The effect of using a corpus on Iranian EFL learners’ writing: Focus on grammatical accuracy and attitude. International Journal of Research Studies in Educational Technology 6:2
Lin, Ming Huei
2016. Effects of Corpus‐Aided Language Learning in the EFL Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan. TESOL Quarterly 50:4 ► pp. 871 ff.
Luo, Qinqin
2016. The effects of data-driven learning activities on EFL learners’ writing development. SpringerPlus 5:1
Luo, Qinqin & Ying Liao
2015. Using Corpora for Error Correction in EFL Learners’ Writing. Journal of Language Teaching and Research 6:6 ► pp. 1333 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.
Montero Perez, Maribel, Hans Paulussen, Lieve Macken & Piet Desmet
2014. From input to output: the potential of parallel corpora for CALL. Language Resources and Evaluation 48:1 ► pp. 165 ff.
Ringbom, Håkan
2012. Review of recent applied linguistics research in Finland and Sweden, with specific reference to foreign language learning and teaching. Language Teaching 45:4 ► pp. 490 ff.
Römer, Ute
2011. Corpus Research Applications in Second Language Teaching. Annual Review of Applied Linguistics 31 ► pp. 205 ff.
Samoudi, Negin & Sima Modirkhamene
2022. Concordancing in writing pedagogy and CAF measures of writing. International Review of Applied Linguistics in Language Teaching 60:3 ► pp. 699 ff.
Schnelle, Gohar, Mathilde Hennig, Carolin Odebrecht & Anke Lüdeling
2023. Historische Korpora in sprachhistorisch orientierter germanistischer Hochschullehre. Beiträge zur Geschichte der deutschen Sprache und Literatur 145:2 ► pp. 175 ff.
Tsai, Shu-Chiao
2019. Using google translate in EFL drafts: a preliminary investigation. Computer Assisted Language Learning 32:5-6 ► pp. 510 ff.
This list is based on CrossRef data as of 10 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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