USING COCA FOR CORPUS-BASED VOCABULARY TEACHING

Abstract

This article explores English language learners who are student, pre-intermediate level (A2) in a multilingual secondary school. While they highlight varying levels of language proficiency with the basic construction and communicative ability, but they have struggles with language interference (L1) and using the appropriate vocabulary. This study focuses on enhancing learner’s grammatical accuracy, syntactic understanding, and vocabulary development through explicit instruction and corpus-based approaches. Particular, emphasis is placed on phonological and phonetic awareness to improve pronunciation and listening comprehension. The pedagogical approach incorporates interactive activities, visual support, and authentic language input to facilitate engagement and comprehension. Corpus-based resources such as COCA, are considered as a means of exposing learners to real-world language use and supporting both active and passive vocabulary acquisition. The study aims to support student learners’ progression from pre-intermediate to intermediate level by strengthening their overall communicative competence across speaking, writing, reading and listening skills.