【正文】 t in general language classroom From today to tomorrow ? If corpora are to be further popularised to more general language teaching context, there are two priorities in near future – Corpus linguists must create and facilitate access to corpora that are pedagogically motivated, in both design and content, to meet pedagogical needs and curricular requirements so that corpusbased learning activities bee an integral part, rather than an additional option, of the overall language curriculum – Language teachers should be provided, through preservice training or continued professional development, with the required knowledge and skills for corpus analysis and pedagogical mediation of corpusbased learning activities Corpusbased pedagogy: Tomorrow ? If these two tasks are acplished, it is my view that corpora will not only ‘revolutionize the teaching of grammar’ in the 21st century as Conrad (2020: 549) has predicted, they will also fundamentally change, with the aid of a new generation of teachers, the ways we approach language teaching, including both what is taught and how it is taught Using CCL to inform SLA ? Introducing Contrastive Corpus Linguistics (CCL) ? Presenting a brief summary of the relevant findings in a corpusbased contrastive study of passives in English and Chinese (Xiao, McEnery and Qian 2020) ? Exploring passives in the Chinese learner English Corpus (CLEC) in parison with a parable native English corpus Contrastive corpus linguistics ? Contrastive analysis (CA) – Recognised as an important part of foreign language teaching methodology following WWII – Dominant throughout the 1960s – But soon lost ground to more learneroriented approaches such as error analysis, performance analysis and interlanguage analysis – Revived in the 1990s ? …largely thanks to the advances of the corpus methodology, which is inherently parative in nature (Salki 2020, Xiao 2020) ? Contrastive Corpus Linguistics brings together the strengths of contrastive analysis and corpus analysis Contrastive corpus linguistics ? Parallel vs. parable corpora – Parallel corpus: source texts plus translations – Comparable corpus: different native languages sampled with parable sampling criteria and similar balance ? Can parallel corpora be used in contrastive studies? – ‘translation equivalence is the best available basis of parison’ (James 1980: 178) – ‘studies based on real translations are the only sound method for contrastive analysis’ (Santos 1996: i) Contrastive corpus linguistics ? Translated language is merely an unrepresentative special variant of the target native language which is perceptibly influenced by the source language...unreliable for contrastive analysis if relied upon alone – Baker 1993。 Hunston 2020: 205) – As an archive of examination scripts – To develop test materials – To optimize test procedures – To improve the quality of test marking – To validate tests – To standardize tests Teacher development ? Corpora have been used recently in language teacher training to enhance teachers’ language awareness and research skills – Rationale: For students to benefit from the use of corpora, teachers must first of all be equipped with a sound knowledge of the corpusbased approach ? The integration of corpus studies in language teacher training is only a quite recent phenomenon (cf. Chambers 2020) – It may take more time, and ‘perhaps a new generation of teachers, for corpora to find their way into the language classroom’ in secondary education (Braun 2020: 308) Direct uses of corpora ? Leech’s (1997) three direct uses of corpora in teaching – 1) Teaching about ? Teaching corpus linguistics as an academic subject – Part of the curricula for linguistics and language related degree programs at both postgraduate and undergraduate level – 2) Teaching to exploit ? Providing students with ‘handson’ knowhow so that they can exploit corpora as studentcentred learning activities – 3) Exploiting to teach ? Using the corpusbased approach to teaching language and linguistics courses, which would otherwise be taught using noncorpusbased methods ? (1) and (3) are mainly associated with language / linguistics programmes From three P’s to three I’s ? The traditional threeP approach – Presentation – Practice – Production ? The exploratory threeI approach (cf. Carter and McCarthy 1995) – Illustration: looking at real data – Interaction: discussing and sharing opinions and observations – Induction: making one’s own rule for a particular feature, which ‘will be refined and honed as more and more data is encountered’ (ibid 1995: 155) Datadriven learning (DDL) ? Direct use of corpora in pedagogy is essentially DDL ? Johns (1991): ‘research is too serious to be left to the researchers’ – The language learner should be encouraged to bee ‘a(chǎn) research worker whose learning needs to be driven by access to linguistic data’ (Johns 1991) ? Johns (1997: 101) pares the learner to a language detective: ‘Every student a Sherlock Holmes!’ ? His DDL website gives some very good examples of datadriven learning – Datadriven learning (DDL) ? The DDL approach involves three stages of inductive reasoning with corpora (Johns 1991) – Observation (of concordanced evidence) – Classification (of salient features) – Generalization (of rules) ? Roughly corresponding to Carter and McCarthy’s (1995) three I’s in the exploratory corpusbased approach, but fundamentally different from the traditional threeP approach – ThreeP approach: topdown deduction – ThreeI / DDL approach: bottomup induction Datadriven learning (DDL) ? Can be either teacherdirected or learnerled (. ‘discovery learning’) to suit the needs of learners at different levels, bu