Enhancing English grammar learning through corpus approaches

This study investigates the application and efficacy of Corpus-Based Learning (CBL) in English grammar education, contrasting it with the traditional Presentation- Practice-Production (3P) teaching methodology. Emphasizing the shift from a teacher-centered approach to a more interactive, student-led learning process, CBL utilizes extensive language data sets (corpora) to explore real-world language use and grammar patterns. This research synthesizes findings from key studies, including Alamri (2022), which highlights the enhanced grammar knowledge and autonomy students gain through CBL, alongside improved performance in grammar tasks. However, this approach also presents challenges such as technical difficulties and increased teacher workload, mirroring issues identified by Kim and Jung (2016). The study further explores the role of corpus literacy among English as a Foreign Language (EFL) teachers, drawing on insights from Li and Xu (2022). They emphasize the need for continuous professional development in corpus analysis tools and techniques, crucial for teachers to facilitate more engaging and relevant language learning experiences. Another dimension explored is the application of CBL in secondary education, particularly in South Korea, where real-life language usage examples from sources like native English corpora can significantly enhance students’ understanding of practical grammar applications. The study also examines how CBL can be integrated into classroom practices, using ‘Harry Potter and the Sorcerer’s Stone’ as an example corpus for analyzing sentence structures in everyday language. This study underscores the potential of CBL in revolutionizing English grammar instruction, advocating for a balanced approach that addresses the challenges while maximizing the benefits of this innovative teaching methodology.