Abstract
Based on the data published in major journals, this study examines the research articles on China's corpus-based foreign language teaching published from 2000 to 2023. In order to thoroughly explore the development status, the number of articles published, the journals involved, keywords, authors, institutions, and research trends are analyzed. It is suggested that corpus-based foreign language teaching research in China has yielded fruitful results, supported by diverse research perspectives, micro and macro research focus, and virtual foreign language teaching practice. At the same time, the study also reveals weaknesses. These include less cooperation among authors and institutions, uneven research resources, and unbalanced development of teachers' information literacy.
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