Using a Corpus-Based

Using a Corpus-Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts

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This article reports on a study that examined the effects of integrating corpus and contextualized
lexicogrammar in foreign and second language teaching. The study was conducted
in English as a foreign language (EFL) and English as a second language (ESL) courses at 1
Chinese university and 2 U.S. universities, involving 244 participants (236 EFL/ESL students
and 8 instructors). A variety of data was collected, including students’ corpus search projects
and reflection papers, teachers’ lesson plans and teaching journals, and a poststudy assessment
survey. A close analysis of the data reveals several positive effects of the approach, such
as improved command of lexicogrammar, increased critical understanding of grammar, and
enhanced discovery learning skills. It also reveals some challenges of corpus-based lexicogrammar
learning, including the daunting difficulty many students feel in corpus analysis. The study
also identifies some variables influencing learners’ experience in using the approach, such as
course content, student learning styles, and learning settings. Implications for pedagogy and
further research are also discussed.