ABSTRACT
This chapter – situated against the backdrop of a learning-for-use perspective and of the Technological Pedagogical Content Knowledge model – presents a number of resources for learning multiword items (MWI). The introductory section outlines the rationale behind the chapter and explains how the models selected will serve as guiding threads throughout the chapter. The Critical Issues and Topics section is divided into four subsections. The first subsection focuses on the role that (learner) corpus research has played both in identifying MWI in native usage-based data and in better targeting the needs of learners, thereby contributing to enhancing technological and content knowledge. The second subsection subsequently provides concrete illustrations of corpus-informed learning materials (textbooks, some static online resources and some more dynamic ones, allowing learners to either use specific search options on various text types, or to use their own production as input for analysis). The third subsection addresses technical and pedagogical knowledge and discusses activities that foster process learning. It explains how some of the technological affordances of learner corpus research have made it possible to use new pedagogical approaches in foreign language learning. The specific focus here is on data-driven learning approaches and on how such activities can provide opportunities for input flood, input enhancement, scaffolded discovery, and process learning. The following subsection includes concrete illustrations of tools that both learners and teachers can use to practice such data-driven learning activities. Suggestions for future directions in research is then provided followed by an annotated list of suggestions for further reading.
