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.