Alex Boulton
Corpora in language teaching and learning
Université de Lorraine
timeline looks explicit uses corpora foreign second language l2 teaching learning ie happens endusers explore corpus data whether directly via concordancers integrated call programs indirectly prepared printed materials underlying rationale contact provides massive contextualised exposure needed language learning controlled way purely haphazard exposure via regular reading listening thus promoting enhancing noticing language awareness autonomy ultimately producing better learners interweaves many notions language teaching authenticity autonomy induction constructivism taking much know language corpus linguistics fuzzy probabilistic nature importance lexical patterns collocations chunks frequencies distributions commonly known datadriven learning ddl johns 1990 approach goes back several decades yet despite impressive pedigree frequent lament remains marginal practice teachers may aware ddl absent initial training may see research activity confined higher education corpus consultation may appear demanding schoolage learners connections web searches already frequent practice many though lack uptake sometimes attributed least part dearth empirical research claim increasingly difficult defend witnessed number entries timeline hundreds others included balanced discussion limits ddl well reasonably achieve see kaltenbck amp mehlmauerlarcher 2005