Enhancing English Teaching and Learning Through Corpus-Based Language Pedagogy (CBLP): A Policy Recommendation for English Teachers in Nanchang University

1. Introduction

This policy document aims to recommend English teachers in Nanchang University (NU) to adopt Corpus-Based Language Pedagogy (CBLP) to enhance their teaching and improve students’ English learning experience. Developed through extensive research by Ma (Ma et al., 2022, 2023, 2024a, 2024b), CBLP integrates corpus linguistics and language pedagogy, offering rich and authentic language data resources. The implementation of CBLP has already demonstrated positive outcomes in terms of improved teaching confidence and enhanced student learning results in diverse contexts.

2. Benefits of CBLP

Research by Ma highlights CBLP’s significant impact on the professional growth of EFL/ESL teachers. Over 6,000 teachers from more than 100 countries/regions reported improvements in technological skills, pedagogical methods, and teaching confidence, and ultimately, their students’ learning outcomes. CBLP represents a corpus technology specific Technological Pedagogical Content Knowledge (TPACK), effectively combining corpus linguistics and language pedagogy.

3. Continuous Professional Development Opportunities

CBLP also supports ongoing professional development by creating an online collaborative learning environment. This platform promotes networking, knowledge sharing, and builds an international community of teachers dedicated to professional growth.

4. Policy Recommendations

a) Resource Access: Provide English teachers in NU with open-access resource packages developed through CBLP research. These packages should include comprehensive guidance, training materials, and innovative teaching strategies.

b) Workshops and Training: Offer specialized workshops and training sessions to familiarize teachers with CBLP principles, techniques, and tools. Encourage active participation, reflection, and hands-on practice.

c) Gradual Integration: Support English teachers in gradually integrating CBLP into their current practices. Provide ongoing mentorship to ensure a smooth transition and help teachers fully leverage CBLP for student engagement and language acquisition.

d) Networking Opportunities: Facilitate opportunities for teachers to share experiences, best practices, and engage in collaborative CBLP-related research. Organize seminars, conferences, or online forums to foster a culture of continuous improvement and professional growth.

5. Conclusion

Given CBLP’s effectiveness in enhancing English learning outcomes, this policy document recommends that English teachers in NU adopt CBLP. By incorporating authentic language data and corpus-based techniques, teachers can inspire students, broaden linguistic competence, and create a more meaningful English learning experience. Ultimately, adopting CBLP empowers teachers to deliver engaging and effective instruction while fostering deeper student understanding of the English language.

References

Ma, Q., & Lee, H. T, Gao, X., Chai, C.-S. (2024). Learning by Design: Enhancing Online Collaboration in Developing Pre-Service TESOL Teachers’ TPACK for Teaching with Corpus Technology. British Journal of Educational Technology.

Ma, Q., Yuan, R., Cheung, L. M. E., & Yang, J. (2024). Teacher paths for developing corpus-based language pedagogy: A case study. Computer Assisted Language Learning, 37(3), 461-492.

Ma, Q., Chiu, M.M., Lin, S., & Mendoza, N. B. (2023). Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study. ReCALL, 35(1), 19-39.

Ma, Q., Tang, J., & Lin, S. (2022). The development of corpus-based language pedagogy for TESOL teachers: A two-step training approach facilitated by online collaboration. Computer Assisted Language Learning, 35 (9), 2731-2760.

通过基于语料库的语言教学法（CBLP）提升英语教学与学习：南昌大学外国语学院英语教师的政策建议

1.引言:

本政策文件旨在建议南昌大学外国语学院英语教师采用基于语料库的语言教学法（CBLP），以增强教师的英语教学能力，提升学生的英语学习体验。CBLP由马博士通过广泛研究开发，融合了语料库语言学和语言教学法，为教师和学习者提供了丰富而真实的语言数据资源。CBLP的实施已在不同环境中显示出积极成效，包括提高教学自信和增强学生的学习成果。

2. CBLP的优势: 马博士的研究强调了CBLP对英语作为外语/第二语言教师专业成长的显著影响。来自100多个国家和地区的6000多名教师报告了技术技能、教学方法和教学自信的提升，以及对学生学习成果的改善。CBLP代表了一种特定的语料库技术知识（Technological Pedagogical Content Knowledge，简称TPACK），有效地结合了语料库语言学和语言教学法。

3. 持续的专业发展机会: CBLP通过创建在线协作学习环境，支持教师持续的专业发展。该平台促进了教师间的交流、知识共享，并构建了一个致力于专业成长的国际教师社区。

4. 政策建议:

1) 资源获取：为南昌大学外国语学院的英语教师提供通过CBLP研究开发的开放获取的资源包。这些资源包包括全面的指导、培训材料和创新的教学策略。

2) 研讨会和培训：提供专门的研讨会和培训课程，让教师熟悉CBLP的原则、技术和工具。鼓励积极参与、反思和实践操作。

3) 逐步整合：支持英语教师逐步将CBLP整合到他们当前的教学实践中。提供持续的指导，确保平稳过渡，并帮助教师充分利用CBLP来提高学生的参与度和促进语言能力的提升。

4) 交流互动平台：为教师提供分享经验、交流最佳实践的平台和参与协作CBLP相关研究的机会。组织研讨会、会议或在线论坛，以培养一种持续改进和专业发展的氛围。

5. 结论: 鉴于CBLP在提升英语学习成果方面的显著效果，本政策文件建议南昌大学外国语学院的英语教师采纳CBLP。通过整合真实的语言数据和基于语料库的技术，教师们能够激发学生的兴趣，拓宽他们的语言能力，并创造更有意义的英语学习体验。最终，采纳CBLP将赋予教师们提供引人入胜且高效的教学方法的能力，同时促进学生对英语语言更深层次的理解。