Özet:

This paper is a synthesis of teacher perspectives, analyses of learner output and learner impressions, ideas for materials development, and summative researcher observations resulting from the implementation of a semester-long (around 8 weeks of instruction) corpus-based and data-driven English as a Second Language (ESL) instruction in two university-level and adult study abroad settings in the United States (U.S.). Case Study 1 investigates learner and instructor attitudes regarding the effectiveness of corpus-based instruction in developing academic writing skills specifically designed for a group of visiting Chinese scholars. Case Study 2 follows a mixed-methods, exploratory investigation into the use of a scaffolded student worksheet to guide learners with different proficiency levels in the use of corpora and corpus tools during a semester-long study abroad program at a non-profit, private institution based in the U.S. The worksheet was designed to regularly incorporate corpus-based lessons and data into the classroom instruction or into homework activities. Results reveal instructor enthusiasm for the potentially vast and promising benefits of incorporating corpus tools into their own language classroom instruction. With specific and clear learning goals and instruction on their use, corpus tools can be a valuable resource for appropriate students during and after completion of the course.

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