A Review and Prospect of Corpus-Based English Teaching Research in Chinese Middle Schools
DOI:
https://doi.org/10.63313/ESW.9077Keywords:
Corpus, English Teaching and Research, 20-Year ReviewAbstract
This paper conducts a literature study on papers related to corpus-based English teaching published in Foreign Language Teaching in Schools (Middle School Edition) and English Teaching & Research Notes over the 20-year period from 2003 to 2023. The results show that: (1) In terms of overall trends, such research began in 2005, grew rapidly and peaked in 2010, then dropped sharply. Over the next decade, it experienced multiple sudden rises and falls, with zero papers published in 2020. However, growth resumed in 2022, and continued growth is expected in 2023. (2) Regarding research objects, studies on senior high school education are significantly more numerous than those on junior high school, and are comparable to studies covering comprehensive school stages. (3) In terms of research methods, empirical quantitative research dominates. (4) In research content, studies focus heavily on the role of corpora in comprehensive English teaching and vocabulary teaching, with fewer studies on speaking, discourse, and translation. These findings provide insights for corpus-based teaching research in middle schools.
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