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Abstract
Lee and Swales (2006) suggest that using corpus analysis activities in the classroom provides students with pragmatic tools they can use to identify patterns of language use without relying on native-speaker expertise. In addition, subsequent research on the use of corpus analysis, or data driven learning (DDL) (Boulton & Cobb, 2017), demonstrates that substantial benefits accrue to students who work with corpora (Bridle, 2019; Charles, 2012; 2014). However, the complexity of existing corpus analysis technologies may deter instructors from implementing existing corpora (e.g. COCA) or corpus toolkits (e.g. AntConc) which may require significant time investments to learn and transform into effective pedagogy.

This article describes an easy, innovative approach to harnessing the benefits of corpus analysis using technology with which teachers and students are already familiar.  Continue Reading →