Teacher paths for developing corpus-based language pedagogy: a case study

Abstract

The development of corpus-based language pedagogy (CBLP) is a complex and intriguing process that pertains to how corpus technology is directly applied to classroom teaching. Using a case study approach, this study investigated how two experienced university English teachers integrated corpus technology in authentic classroom teaching. Data sources included CBLP lesson materials, pre-interviews, lesson observations, and post-interviews. Our study detailed the process of how both teachers designed and implemented their CBLP teaching activities to address their student needs. The results indicate that the CBLP development draws on five components of teacher knowledge and practice: 1) knowledge of English language; 2) knowledge of corpus technology; 3) pedagogical knowledge; 4) contextual knowledge; and 5) learning and practice. Teacher learning and practice are integral and key to their CBLP development. Although the paths taken by each teacher shared some similarities and differences, both led to a relatively high level of CBLP growth after considerable learning and practice. Moreover, while one teacher developed the CBLP primarily from a strong knowledge of corpus technology, the other drew on solid pedagogical knowledge. A series of factors under each of the five components were also examined in relation to their influence on teacher paths to CBLP development. Based on the findings, several practical implications are provided to facilitate the process of developing CBLP for language teachers.

Keywords:

• Corpus-based language pedagogy
• corpus technology
• teacher education
• teacher development

Acknowledgments

The article was supported by the CRAC project (Ref: 03AAB) at the Education Univeristy of Hong Kong.

Notes

1 The research team used a 4-point, 12-item Likert-scale survey to collect student feedback on the two CBLP lessons. Tim’s lesson received an overall evaluation of 3 out of 4.

2 Using the same student evaluation form, May’s lesson received an overall evaluation of 3.43 out of 4.

3 A KWIC is a common word search function in many corpus tools, where concordance lines are formed by sorting and aligning the searched key word.

Additional information

Funding

The article was supported by the CRAC project (Ref: 03AAB) at the Education University of Hong Kong.

Notes on contributors

Qing Ma

Qing Ma is an associate professor at the Department of Linguistics and Modern Language Studies, The Education University of Hong Kong. Her main research interests include second language vocabulary acquisition, corpus linguistics, corpus-based language pedagogy, computer assisted language learning (CALL) and mobile assisted language learning (MALL).

Rui (Eric) Yuan

Rui (Eric) Yuan is an associate professor at the Faculty of Education of University of Macau. His research focuses on teacher education, particularly teacher cognitions, identities, and emotions, as well as English medium instruction (EMI) in higher education.

Lok Ming Eric Cheung

Lok Ming Eric Cheung is a lecturer at Division of Languages and Communication, College of Professional and Continuing Education, The Hong Kong Polytechnic University. His main research interests include English for academic purposes, discourse analysis and corpus linguistics.

Jing Yang

Jing Yang is a lecturer at the Department of Foreign language Studies, Chengdu Normal University. Her main research interests include technology-enhanced language teaching and teacher education.