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RRL 3

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17 views2 pages

RRL 3

Uploaded by

Ronnel Romero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Review of Related Literature

Enhancing grammar proficiency of EFL learners through corpus-integrated lessons

Xiaoping Zhong

December 2023

Received 5 April 2023, Revised 29 July 2023, Accepted 13 August 2023, Available online 22
August 2023, Version of Record 26 August 2023.

Introduction

Grammar teaching has long been a challenging and contentious aspect of English as a
Foreign Language (EFL) instruction, often criticized for relying on traditional methods like
rote memorization and repetitive exercises. These approaches, while common, are
considered outdated and fail to engage learners effectively. In response, contemporary
studies emphasize the use of innovative strategies, such as data-driven learning (DDL) and
corpus-integrated approaches, to enhance learners’ grammar proficiency. This literature
review explores these advancements, focusing on the theoretical and practical
implications of such methods in improving grammar instruction.

According to Zhong and Wakat (2023), the integration of corpus-based resources into EFL
grammar instruction has proven highly effective in addressing persistent challenges faced
by learners, such as the inability to master complex grammatical structures. The authors
emphasize that corpus-integrated lessons, which include authentic examples from large
datasets of real-world texts, facilitate inductive learning and enhance linguistic awareness.
This perspective aligns with Boulton and Cobb (2017), who highlight the vibrancy and
effectiveness of DDL approaches in improving students’ grammatical performance through
contextualized and discovery-based learning.

In a study by Lin (2021), it was found that EFL learners exposed to DDL outperformed their
peers who were taught using traditional deductive methods. The research suggests that the
inductive approach promoted by DDL not only improves grammatical proficiency but also
fosters critical thinking and analytical skills. This is consistent with Sinclair’s (1996) earlier
work, which stressed the significance of using corpora to uncover patterns and
relationships within language, enabling learners to develop a deeper understanding of
grammar.
Furthermore, Zhong and Wakat (2023) posit that corpus-integrated lessons require
collaboration among linguists, educational psychologists, and teachers to reach their full
potential. This highlights the importance of corpus literacy, which includes the ability to
use corpus tools and interpret data effectively, as suggested by Callies (2019). The authors
argue that integrating corpus literacy into teacher training programs can empower
educators to design and implement innovative instructional materials, ultimately
enhancing the efficacy of grammar teaching.

These studies collectively suggest that moving away from traditional, rule-driven
instruction toward data-driven and corpus-integrated approaches can significantly improve
grammar proficiency and learner engagement. By combining insights from linguistic
analysis and pedagogical theory, such approaches provide learners with the tools they
need to master grammatical concepts in meaningful and practical contexts.

References

https://doi.org/10.1016/j.amper.2023.100139

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