Vol. 1 No. 2 (2024): Language and Culture in Education
Articles

Corpus-Driven Approaches for Advancing L2 Grammar: An Empirical Investigation

Paper
  • Sabina Sultana
Sabina Sultana
University Utara Malaysia

Published 2024-12-07

Keywords

  • corpus linguistics,
  • data driven learning,
  • Grammar,
  • ESL

Copyright (c) 2024 Sabina Sultana (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

How to Cite

Sultana, S. (2024). Corpus-Driven Approaches for Advancing L2 Grammar: An Empirical Investigation. Journal of Language and Culture in Education, 1(2), 50-58. https://doi.org/10.5281/n1bqar19

Abstract

Second language (L2) acquisition remains a complex and multifaceted process. Learners grapple with various linguistic aspects, including vocabulary, syntax, and pragmatics. Traditional language teaching methods often rely on textbooks, exercises, and classroom instruction. However, in recent years, corpus linguistics has emerged as a powerful tool for understanding language patterns and informing pedagogy. Corpus-based approaches allow researchers and educators to explore authentic language use, uncover hidden structures, and tailor instructional materials to learners’ needs. Despite the potential benefits of corpus-driven approaches, questions persist regarding their practical effectiveness in enhancing L2 learners’ grammatical competence. This study explores the effectiveness of corpus-based, data-driven learning approaches in enhancing second language (L2) grammar acquisition for non-native learners. Unlike traditional grammar instruction, corpus-driven methods use authentic language data from corpora to guide learners in uncovering patterns and rules of language use. Through a mixed-methods approach, this investigation draws on both quantitative and qualitative data to examine the impact of corpus-driven activities on L2 learners' grammatical accuracy and awareness. A group of intermediate-level English learners participated in a series of targeted grammar tasks based on authentic corpus data. Pre- and post-tests were conducted to measure improvements in grammatical performance, while learner reflections and interviews provided insight into their experiences with the approach. The results indicate a significant improvement in grammatical accuracy and a deeper understanding of language structure, supporting the efficacy of corpus-driven learning for L2 grammar.These findings contribute to ongoing discussions about the role of data-driven learning in second language pedagogy, highlighting the potential of corpus tools as a dynamic resource for L2 instruction.

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