Book contents
- Linguistic Foundations for Second Language Teaching and Learning
- Linguistic Foundations for Second Language Teaching and Learning
- Copyright page
- Dedications
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Introduction: Setting the Stage
- 1Where Are We Now? The Status of Linguistics in US Master’s-Level L2 Teacher Training Programs
- 2The Strengths of Functional-Typological Linguistics in L2 Perspective
- 3Form Follows Function: Systemic Functional Linguistics for L2 Teaching and Learning
- 4Incorporating Formal Language Analysis in the Language Teacher Curriculum
- 5Linguistic Foundations for L2 Pronunciation Teaching
- 6Why Morphosyntax Matters to Second Language Teaching and Learning
- 7Discourse and Pragmatics: An L2 Affair to Remember
- 8Why Conversation Analysis Matters to L2 Teaching and Learning
- 9Sociolinguistics and Second Language Teaching and Learning
- 10Why Corpus Linguistics Matters to L2 Teaching and Learning
- 11The Critical Role of Linguistics in Teacher Preparation
- 12Why Linguistics Matters to Second Language Teaching in K-12
- 13Why Teach Linguistics to L2 Learners? Evidence from the Western Washington University Spanish Language Program
- 14Why Second Language Acquisition Should Be a Part of Linguistics Education
- Conclusion: Where Do We Go from Here?
- Index
- References
10 - Why Corpus Linguistics Matters to L2 Teaching and Learning
Published online by Cambridge University Press: 07 February 2026
Book contents
- Linguistic Foundations for Second Language Teaching and Learning
- Linguistic Foundations for Second Language Teaching and Learning
- Copyright page
- Dedications
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Introduction: Setting the Stage
- 1Where Are We Now? The Status of Linguistics in US Master’s-Level L2 Teacher Training Programs
- 2The Strengths of Functional-Typological Linguistics in L2 Perspective
- 3Form Follows Function: Systemic Functional Linguistics for L2 Teaching and Learning
- 4Incorporating Formal Language Analysis in the Language Teacher Curriculum
- 5Linguistic Foundations for L2 Pronunciation Teaching
- 6Why Morphosyntax Matters to Second Language Teaching and Learning
- 7Discourse and Pragmatics: An L2 Affair to Remember
- 8Why Conversation Analysis Matters to L2 Teaching and Learning
- 9Sociolinguistics and Second Language Teaching and Learning
- 10Why Corpus Linguistics Matters to L2 Teaching and Learning
- 11The Critical Role of Linguistics in Teacher Preparation
- 12Why Linguistics Matters to Second Language Teaching in K-12
- 13Why Teach Linguistics to L2 Learners? Evidence from the Western Washington University Spanish Language Program
- 14Why Second Language Acquisition Should Be a Part of Linguistics Education
- Conclusion: Where Do We Go from Here?
- Index
- References
Summary
Corpus linguistics involves compiling and examining authentic samples of everyday communication. Chapter 11, written by Phoebe Lin, explores its significance for L2 teaching and learning. It provides an overview of its goals and methods, and presents recent advances in corpus linguistics for the L2 classroom. This chapter demonstrates new and user-friendly online corpus tools for various L2 teaching and learning contexts, including vocabulary analysis, error correction, and writing idea suggestions. It also summarises findings about data-driven learning (DDL), a specialisation in corpus linguistics that explores best practices when incorporating corpus use inside and outside the classroom. A number of essential and practical questions are addressed, including the class time required for teaching concordancing, the types of learners who will particularly benefit from concordancing training, how to select concordancers based on learner needs, factors to consider when planning lessons involving concordancing, and so on. The chapter concludes by discussing the role of teachers in implementing corpus and concordancing training in the classroom.
Keywords
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- Type
- Chapter
- Information
- Linguistic Foundations for Second Language Teaching and LearningBridging the Disciplinary Divide, pp. 194 - 213Publisher: Cambridge University PressPrint publication year: 2026
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