ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides a range of studies that seek to address how corpus-based data-driven learning with young learners is finally emerging, how it is being applied, and how it can be infused into classroom practice in innovative ways. It discusses the need for constructive alignment for data-driven learning (DDL) involving younger learners in the second languages (L2) classroom. The book focuses on the training of pre-service teachers in corpus use and DDL lesson planning in a secondary L2 German context in France, dealing specifically with the barriers to trainees’ appreciation and use of corpora for language learning. It outlines both technical and conceptual barriers to corpus innovations as evidenced in trainees’ attempts to create an L2 learning activity involving the use of corpora for DDL, with evidence from observations and interviews.
