Keywords
Abstract
This study investigates the implementation of corpus-based language pedagogy (CBLP) in Chinese university EFL contexts, addressing the gap between corpus linguistics research and classroom practice. Despite extensive evidence supporting the effectiveness of corpus-based instruction for vocabulary acquisition through authentic data exposure and data-driven learning, Chinese EFL teachers demonstrate limited adoption of corpus tools due to insufficient training, technical challenges, and contextual constraints. The research examines four strategic approaches for effective CBLP implementation: integration of corpus approaches with existing language curricula to enhance vocabulary learning through concordance analysis and collocation studies; diversification of instructional formats including printed materials, visual aids, and collaborative activities to maintain student engagement; provision of adequate practice opportunities through contextualized exercises and student-centered activities; and systematic guidance addressing technical difficulties and proficiency disparities among learners. The analysis reveals that successful CBLP implementation requires coordinated support from policy-makers for curriculum integration and funding, institutional investment in infrastructure and professional development, and ongoing research to develop context-specific evaluation frameworks and pedagogical materials tailored to Chinese educational settings.
References
[1] Abdel Latif, M. M. M. (2020). Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices. ReCALL, 33(1), 34–48. https://doi.org/10.1017/s0958344020000129
[2] Almutairi, N. D. (2016). The effectiveness of corpus-based approach to language description in creating corpus-based exercises to teach writing personal statements. English Language Teaching, 9(7), 103–115. https://doi.org/10.5539/elt.v9n7p103
[3] Boulton, A. (2009). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1), 37–54. https://doi.org/10.1017/S0958344009000068
[4] Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3), 534–572. https://doi.org/10.1111/j.1467-9922.2010.00566.x
[5] Breyer, Y. (2009). Learning and teaching with corpora: Reflections by student teachers. Computer Assisted Language Learning, 22(2), 153–172. https://doi.org/10.1080/09588220902778328
[6] Çalışkan, G., & Kuru Gönen, S. İ. (2018). Training teachers on corpus-based language pedagogy: Perceptions on using concordance lines in vocabulary instruction. Journal of Language and Linguistic Studies, 14(4), 190–210. https://dergipark.org.tr/en/pub/jlls/issue/43366/528108
[7] Chambers, A. (2019). Towards the corpus revolution? Bridging the research–practice gap. Language Teaching, 52(4), 460–475. https://doi.org/10.1017/S0261444819000089
[8] Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130–144. https://doi.org/10.1080/09588221.2013.803982
[9] Frankenberg-Garcia, A. (2014). How language learners can benefit from corpora, or not. Cahiers de l’ACEDLE, 11(1). https://doi.org/10.4000/rdlc.1702
[10] Gao, L. (2013). College English Curriculum Requirements in China: Expectations and responses. Problems of Education in the 21st Century, 51, 47–62. https://doi.org/10.33225/pec/13.51.47
[11] Gass, S., Behney, J., & Plonsky, L. (2013). Second language acquisition: An introductory course (4th ed.). Routledge.
[12] Gilmore, A. (2008). Using online corpora to develop students’ writing skills. ELT Journal, 63(4), 363–372. https://doi.org/10.1093/elt/ccn056
[13] Gilquin, G., & Granger, S. (2010). How can data-driven learning be used in language teaching? In A. O’Keeffe & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 359–370). Routledge. https://doi.org/10.4324/9780203856949
[14] Granger, S. (2009). The contribution of learner corpora to second language acquisition and foreign language teaching: A critical evaluation. In K. Aijmer (Ed.), Corpora and language teaching (pp. 13–32). John Benjamins Publishing. https://doi.org/10.1075/scl.33.04gra
[15] Hadley, G. (2002). An introduction to data-driven learning. RELC Journal, 33(2), 99–124. https://doi.org/10.1177/003368820203300205
[16] Karras, J. N. (2016). The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL, 28(2), 166–186. https://doi.org/10.1017/S0958344015000154
[17] Li, C., Dewaele, J.-M., & Hu, Y. (2021). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review, 14(2), 223–249. https://doi.org/10.1515/applirev-2020-0124
[18] Li, S. (2017). Using corpora to develop learners’ collocational competence. Language Learning & Technology, 21(3), 153–171. https://doi.org/10125/44625
[19] Li, S., & Xu, M. (2022). Corpus literacy empowerment: Taking stock of research to look forward for practice. Journal of China Computer-Assisted Language Learning, 2(1), 126–155. https://doi.org/10.1515/jccall-2022-0002
[20] Liu, D. (2013). Using corpora to help teach difficult-to-distinguish English words. English Teaching, 68(3), 27–50. https://doi.org/10.15858/engtea.68.3.201309.27
[21] Liu, D., & Lei, L. (2017). Using corpora for language learning and teaching. TESOL Press.
[22] Ma, Q., & Mei, F. (2021). Review of corpus tools for vocabulary teaching and learning. Journal of China Computer-Assisted Language Learning, 1(1), 177–190. https://doi.org/10.1515/jccall-2021-2008
[23] Ma, Q., Tang, J., & Lin, S. (2022). The development of corpus-based language pedagogy for TESOL teachers: A two-step training approach facilitated by online collaboration. Computer Assisted Language Learning, 35(9), 2731–2760. https://doi.org/10.1080/09588221.2021.1895225
[24] Şahin Kızıl, A., & Savran, Z. (2018). The integration of corpus into EFL speaking instruction: A study of learner perceptions. International Online Journal of Education and Teaching (IOJET), 5(2), 376–389. http://iojet.org/index.php/IOJET/article/view/368/241
[25] Schmidt, N. (2023). Unpacking second language writing teacher knowledge through corpus-based pedagogy training. ReCALL, 35(1), 40–57. https://doi.org/10.1017/S0958344022000106
[26] Yang, W., & Dai, W. (2012). Vocabulary memorizing strategies by Chinese university students. International Education Studies, 5(1), 208–214. https://doi.org/10.5539/ies.v5n1p208
[27] Zareva, A. (2017). Incorporating corpus literacy skills into TESOL teacher training. ELT Journal, 71(1), 69–79. https://doi.org/10.1093/elt/ccw045
[28] Zhang, B. (2021). A comparison between pedagogical approaches in UK and China. Journal of Comparative & International Higher Education, *13*(5), 232–242. https://doi.org/10.32674/jcihe.v13i5.2629
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Jinyi Song, Meiying Wu