ABSTRACT
Corpus linguistics has exerted a considerable influence on the field of language teaching. The ways in which corpora have been employed in language pedagogy can be divided into two main categories: indirect and direct applications (Römer 2011; Flowerdew 2009). In the former, corpora are used to inform the design and development of syllabuses, tests and teaching materials, while in the latter corpus data are used for data-driven learning (DDL); that is, hands-on activities in which learners themselves engage in corpus analysis. This chapter aims to discuss these applications with respect to teaching vocabulary.
