THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF CORPUS-BASED INDEPENDENT LEARNING IN ENGLISH LANGUAGE TEACHING
Keywords:
corpus linguistics, independent learning, data-driven learning, English language teaching, corpus technologies, learner autonomy.Abstract
The integration of corpus linguistics into English language teaching (ELT) has significantly transformed contemporary language pedagogy by enabling learners to explore authentic linguistic data. This study investigates the theoretical and methodological foundations of corpus-based independent learning in English language teaching, particularly in the context of philology students in higher education. The research examines how corpus technologies contribute to the development of learner autonomy, linguistic competence, and analytical skills through data-driven learning (DDL). A mixed-method research design was employed, combining theoretical analysis, corpus-based task development, and experimental implementation in a university language classroom. The study involved 72 philology students who participated in corpus-assisted independent learning activities using major linguistic corpora. The results indicate that corpus-based learning significantly enhances lexical competence, collocational awareness, and learner autonomy compared with traditional teaching methods. The findings also highlight the importance of methodological scaffolding when integrating corpus tools into independent learning environments. The study proposes a comprehensive methodological framework for implementing corpus-based independent learning technologies in English language teaching and provides practical recommendations for philological education.
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