ABSTRACT
The chapter is devoted to the theory and practice of corpus-based approaches in teaching Russian as a foreign language (RFL). It provides a rationale for the integration of linguistic corpora into the language classroom and details practical ways in which the corpora can be used in teaching writing in intermediate L2 Russian. This chapter addresses the pedagogy of using a corpus in teaching writing in RFL. The authors describe two approaches to integrating a corpus into the language classroom – indirect and direct – and discuss the factors that influence the choice of each approach. An algorithm of the introduction of corpus technology into classroom practice is suggested. Using this algorithm, teachers can gently and gradually accustom students to using the corpus on their own. The main part of the chapter is devoted to a system of exercises based on the use of corpus data, designed to support various stages of the writing process: planning, drafting, and revising and editing. Finally, the advantages and limitations of using a corpus to teach writing in L2 Russian are discussed.
