This volume links corpus research to classroom practice and critically assesses how the integration of a corpus-informed methodology affects pedagogical choices, teaching materials and classroom activities. Focusing on the language classroom, and drawing on examples from English, French, German and Hungarian, this book demonstrates that such methodology is applicable to languages with very different properties.

Drawing on both larger, general and smaller, more specialised corpora, including both spoken and written data, this volume:

Bridging the long-persisting gap between corpus-informed language teaching research and applied classroom reform, this book is key reading for researchers in applied linguistics and language pedagogy, as well as teacher trainers and practitioners.