Research in the Teaching of English May 2011

Making Grammar Instruction More Empowering: An Exploratory Case Study of Corpus Use in the Learning/Teaching of Grammar

Dilin Liu

Abstract

Despite a long debate and the accompanying call for changes in the past few decades, grammarinstruction in college English classes, according to some scholars, has remained largely “disempowering,” “decontextualized,” and “remedial” (Micciche, 2004, p. 718). To search for more effectiveand empowering grammar teaching, this study explores the use of corpora for problem-basedlearning/teaching of lexicogrammar in a college English grammar course. This pedagogy wasmotivated by research findings that (1) corpora are a very useful source and tool for languageresearch and for active discovery learning of second/foreign languages, and (2) problem-basedlearning (PBL) is an effective and motivating instructional approach. The data collected andanalyzed include students’ individual and group corpus research projects, reflection papers oncorpus use, and responses to a post-study survey consisting of both open-ended and Likert questions.The analysis of the data found the following four themes in students’ use of, and reflectionsabout, corpus study: (1) critical understanding about lexicogrammatical and broader languageuse issues, (2) awareness of the dynamic nature of language, (3) appreciation for the context/register-appropriate use of lexicogrammar, and (4) grasping of the nuances of lexicogrammaticalusages. The paper also discusses the challenges involved in incorporating corpus use into Englishclasses and offers suggestions for further research.

Journal
Research in the Teaching of English
Published
2011-05-01
DOI
10.58680/rte201115253
CompPile
Open Access
Closed
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