Thus far we have largely been concerned with the potential of descriptive findings from large corpora such as the BNC to inform our teaching and syllabus or materials design. In this chapter, while these perspectives remain relevant, we turn our attention towards the pedagogically-motivated design and exploitation of corpora. Specifically, we focus on three areas in which corpus research and corpus data has moved closer to or into the classroom:
1 The development of corpora of English used by learners (learner corpora). 2 The development of teaching-oriented corpora. 3 The direct use of corpus data by learners, usually known by Johns’ (1991)
term as ‘data-driven learning’ (DDL).