Key points are not available for this paper at this time.
This paper presents a replication study of research published 16 years ago by one of the authors (Farr, 2008). At that time, research into the use of corpus-based approaches in teacher education was sparse. This has changed somewhat, but is still limited. Existing research shows that teachers identify a number of reservations to the integration of corpus-based approaches in their teaching, including time-related obstacles, and a lack of confidence, awareness and training (Boulton & Tyne, 2014). Clearly there are still challenges to be overcome and further insights to be gleaned from research into the integration of corpus linguistics into teacher education programmes. As with the original study, this paper reports the ways in which corpus approaches have been integrated into a 1-year MA in TESOL programme. It outlines findings from survey results, which explore the student teachers’ perspectives on their experiences of using corpora, both as a language awareness tool for professional development and research, and as a resource for materials development. Additionally, it discusses the potential issues foreseen by practitioners in relation to using such an approach in their careers. The investigation leads to the conclusion that there is generally a positive predisposition towards the use of corpora.
Farr et al. (Thu,) studied this question.