Constructing a Corpus-Driven Academic English Writing Model
DOI:
https://doi.org/10.63313/LLCS.9214Keywords:
Corpus, Academic English Writing, Writing Model, Data-Driven Learning, Academic ChunksAbstract
Addressing problems in academic English writing instruction such as insufficient authentic input and learners' weak textual awareness, this study constructs a corpus-driven academic English writing model grounded in corpus linguistics and data-driven learning theory. The model consists of three layers—a corpus resource layer, a feature analysis layer, and a writing application layer—and covers four stages: corpus preparation, feature discovery, writing transfer, and comparative feedback. A one-semester teaching experiment was conducted with 64 non-English-major postgraduates. Combining academic chunk statistics with writing quality ratings, the results show that the experimental group outperformed the control group in the diversity of academic chunk use, textual coherence, and academic appropriateness, indicating that the model can effectively enhance learners' academic English writing ability.
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