ABSTRACT
This chapter discusses on the use of corpus data in the foreign language classroom can imply a shift in the focus of teaching towards form, and the introduction of a more inductive approach to the project of learning and teaching languages than has been common in recent years. It reviews some of the issues that are raised by such a change of focus, and some of the reasons for proposing a move in this direction. Recent research into the role played by formal instruction in second language acquisition (SLA) provides growing support for form-focused instruction. A particularly attractive way of providing form-focused instruction is through classroom concordancing or data-driven learning (DDL), which is defined by Johns and King. While the communicative approach adopted in current foreign language teaching has undeniably helped improve learners' fluency, in the opinion of some it has been accompanied by a loss of accuracy, especially grammatical accuracy.
