Integrating instructed second language research, pragmatics, and corpus-based instruction

Kathleen Bardovi-Harlig, Sabrina Mossman, Yunwen Su

Research output: Chapter in Book/Report/Conference proceedingChapter


This paper discusses the issues raised by implementing instruction in language classrooms for the purpose of researching the effects of instruction on second language acquisition. We examine the process of developing and implementing novel corpus-based instruction for the teaching of pragmatic routines in a study that compared the use of teacher-developed corpus-based materials to guided, hands-on corpus searches by learners (Bardovi-Harlig, Mossman, & Su, 2017). We use this study as the impetus for reflection on the experimenters' role in materials and activities development and the difference between experimental instruction and classroom teaching. We further discuss the role of learner proficiency levels and grammatical and lexical development in response to instruction, teacher collaboration, and generalizability to other contexts.

Original languageEnglish (US)
Title of host publicationDoing SLA Research with Implications for the Classroom Reconciling methodological demands and pedagogical applicability
EditorsRobert M DeKeyser, Goretti Prieto Botana
PublisherJohn Benjamins Publishing Company
Number of pages27
ISBN (Electronic)9789027262653
StatePublished - 2019
Externally publishedYes

Publication series

NameLanguage Learning and Language Teaching
ISSN (Print)1569-9471


  • Corpus searches
  • Corpus-based instruction
  • Corpus-based materials
  • Instructional design
  • Instructional effects
  • Materials development
  • Pragmatic formulas
  • Pragmatics

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language


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