A Review of 23-Year Corpus-based Research on Writing English Teaching in China from 2001-2023
DOI:
https://doi.org/10.54097/44qgy864Keywords:
Writing English Corpus, Writing English Teaching, Review of Past Twenty Three YearsAbstract
This study is based on 145 core journal papers collected by China National Knowledge Infrastructure (CNKI) from 2001 to 2023, and explores the progress and shortcomings of English writing teaching research based on English writing corpora in China over the past 20 years. The results show that: (1) In terms of overall trend, this type of research has experienced rapid growth since 2001 and reached its peak from 2009 to 2016, before gradually decreasing. (2) In terms of research subjects, college students and graduate students make up the vast majority, with less involvement of middle school students. (3) In terms of research content, it mainly involves the construction, application, investigation, comparison, and review of corpora, as well as semantic rhyme, vocabulary, and chunks in English writing based on corpora. However, in providing teachers with more comprehensive training on corpus application, and combining artificial intelligence technology with corpus application to develop intelligent auxiliary writing tools, current research is very limited. The above findings have implications for the design of writing corpora and related teaching research.
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