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In:Technology and Instructed Second Language Acquisition: Connecting research and pedagogy
Edited by Shawn Loewen, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss
[Language Learning & Language Teaching 63] 2025
► pp. 115–138

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Chapter 5
Corpora and instructed second language acquisition

A useful methodological synergy?

 | University of Queensland
 | University of Queensland
Published online: 27 October 2025
DOI logo with link
https://doi.org/10.1075/lllt.63.05cro
Abstract
The use of language corpora for language teaching and learning, typically known as ‘data-driven learning’ (DDL, Johns, 1991) when used within instructed second language acquisition (ISLA) contexts, continues to be a productive area of applied linguistic research. However, while using language corpus data to learn (and teach) language might appear to be “a useful methodological synergy” (Baker et al., 2008), penetration of DDL and corpus-based language pedagogy into mainstream language education is still limited, and — given the current generative AI era we now find ourselves in — is at risk of being overshadowed by new innovations in technology. This chapter outlines the continued case for using corpora in the classroom, outlining cutting-edge DDL corpus tools and pedagogical resources, theories underpinning what makes DDL ‘work’ in ISLA contexts, exemplary DDL studies, and areas ripe for DDL that are yet to be explored.
Article outline
  • Introduction
    • Overview and typology of corpus tools for L2 learning
  • Theories and research
    • Theoretical perspectives
    • ISLA-focused research
    • Exemplary corpus and instructed SLA study
    • Generalizability and representativeness
  • Pedagogical applications and considerations
    • Recommendation 1 — right tool, right data
    • Recommendation 2 — use open educational resources
    • Recommendation 3 — Drop the concordances (if necessary)
  • Pedagogical scenario for reflection
  • Extension resources
    • Reflection questions
    • Topics for (action) research projects
      • Effectiveness of corpus-based instruction
      • Error analysis
      • Vocabulary acquisition
  • Generative AI use acknowledgement
  • References
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Cited by (1)

Cited by one other publication

Montero-Pérez, Maribel
2025. The impact of multimodal input tools in instructed second language acquisition (and beyond). In Technology and Instructed Second Language Acquisition [Language Learning & Language Teaching, 63], ► pp. 139 ff. DOI logo

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