ABSTRACT
This chapter aims to examine the impact of corpus-based research on language description, not least on those descriptions which underlie much of what is taught about English. The linguistics of the twentieth century has been the linguistics of scarcity of evidence. Both in field work, concerning languages other than one’s own, and in contemplating one’s native language, the problem has been the lack of sufficient evidence. The syllabuses of language teaching reflect the theories and descriptions, as do the textbooks and examinations. At times the methodology of language teaching distances itself from developments in linguistics. In language teaching, the multi-word items have traditionally been treated as of lower priority than the single words, with notable exceptions such as phrasal verbs in English, which are unavoidable. Language corpora are becoming available cheaply, sometimes free. The likely impact on language teaching will be profound — indeed the whole shape of linguistics may alter at speed.
