# Development of Corpus Linguistic Using Lexical Teaching to Improve English Writing

Authors: Zhikun Sun
Journal: Wireless Communications and Mobile Computing
 (2022)

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## Abstract

The study of language based on text corpora is known as corpus linguistics. The aesthetic analysis with corpus linguistics to give a novel description of the phenomena of speech, writing, and thinking presentation, often known as ‘speech reporting’ or ‘writing presentation.’ With the vigorous development of corpus linguistics, linguists propose the concept of “block” through a large amount of corpus and use the phrase as the teaching unit of English writing to enhance the fluency and accuracy of language expression. In order to study the creation of linguistics academic English vocabulary block, the author used empirical research, mainly experiments, supplemented by questionnaires and personal interviews. At the same time, this paper used the corpus and Java Web technology for further experimental analysis. After a series of studies, it is concluded that corpus linguistics is a new research method and a trend of future language teaching. It is anticipated that the course will point out methods to supplement by adding activities that provide a greater writing purpose for English language acquisition. The findings of this investigation give a number of specific phenomena, including speculative speech, writing, and concept organization, integrated speech, writing, and idea demonstration, and uncertainty in speech, composing, and thought demonstration.


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## Body

## 1. Introduction

Listening, speaking, reading, and writing are the four basic language skills of college English. However, “writing” is the hardest in the four skills that can easily lead learners to feel fear. It requires learners to have a foundation for vocabulary accumulation on the internal information and on their own creative thinking. Although most learners have a large amount of vocabulary and systematic grammatical knowledge, they still cannot write essays comparable to their cognitive abilities and language skills. The possible influencing factors are as follows: improper teaching methods of writing, insufficient accumulation of vocabulary of learners, inadequate writing skills, and so on.One of the current avenues for enhancing teaching methods is the use of text corpora and corpus technologies in English language instruction. The corpus is distinguished by its representativeness and visibility, and it gives the English language instructor with a wide range of search options that enable the creation of numerous models for developing the student’s core abilities. The goal of this research is to conceptually support and experimentally validate the efficacy of a system for developing students’ lexical abilities using corpus technologies. Corpus linguistics is already a well-established field for the description and study of languages. However, during the past decade, there has been a clear movement in the usage of digitized text corpora from pure linguistic research to a more ‘applied’ corpus linguistic approach where the learner is emphasized in some manner. Previously, large-scale corpora like Brown and LOB were utilized for linguistic pattern analysis, but findings from these two corpora have progressively started to seep into other elements of language instruction.Corpus linguistics studies have found that in natural language there is a high-frequency, fixed form, meaning stable language structure, which is now referred to as the “block” [1, 2]. Blocks contain grammar, semantics, and context and is the ideal language unit. Therefore, the lexical pedagogy holds that “language is a grammaticalized vocabulary, not a lexical grammar,” that is to say, language teaching should focus on fixed or semifixed lexical structure, lexical block as a teaching unit for English writing. It is bound to improve the efficiency of language learning and enhance the fluency, authenticity, and accuracy of language expression. At present, the research on lexical teaching mainly focuses on the theoretical exploration, but few on the empirical research. The research object is also concentrated on English majors, while the research on non-English majors is relatively rare. The corpus-based lexical teaching platform can build a perfect writing training mode for English writing. This model can not only help teachers cultivate lexical awareness and writing cognitive ability of learners but also further stimulates the potential for learners and develop self-learning ability. With the support of the corpus platform, learners can extract the most frequently used phrases from the large corpus through retrieval and context co-occurrence, achieve the effect of “i +1” on the input of language and activate the second language acquisition mechanism which is conducive to learners in a relaxed and happy environment to enhance learning motivation and enthusiasm, and promote language acquisition.


## 2. State of the Art

In [3, 4], it is suggested that the use of corpora in language learning and teaching has gained in popularity. This technique is known as “data-driven learning” (DDL). Language teachers and students may now utilize the internet to access a wide range of free corpora, including very large general corpora and domain-specific corpora, parallel corpora, comparable corpora, and learner corpora. Numerous publications on DDL and the use of corpus-related resources, including a recent surge of special journal issues on the topic and the first meta-analysis in this domain, could be interpreted as evidence that the long-anticipated revolutionary change in teaching methodology and widespread use of corpora in language teaching has finally begun. The study results on the usefulness of DDL techniques for training writing abilities and mistake correction are relatively inconsistent. Students’ passion for corpus work is often influenced by their level of English as well as the amount of instruction and assistance given.The article [5, 6] analyzes the development of lexical competence in English learners using a content-based approach. Different scientific methods to CBI as a novel strategy in English language education are explored and generalized in this topic. They choose to use the word “content” as an international concept in this article rather than translate it into Uzbek. Language training that integrates the linguistic and academic demands of English learners is known as content-based teaching. The focus of communicative English as a foreign language education is on meaning rather than word form. This implies that the information taught using this style should be suitable for both instructors and students. In this scenario, situational evaluation is used to identify the most appropriate resources for learners to study.In the lexical teaching mode from the perspective of corpus linguistics, learners can extract the most frequently used lexical chunks from large-scale corpora through retrieval and context cooccurrence. After classifying, sorting, and counting them, grasp their basic usage and more in-depth acquisition of these lexical collocation, so not only for English writing teaching to provide full and detailed examples, improving the level of learner lexical use, but also activate the new writing teaching mode, training. The ability of learners to learn independently has also had a profound impact on the teaching of English writing.


## 3. Methodology

### 3.1. Relevant Theories and Key Technical Overview

With the development of corpus linguistics, using lexical teaching to improve English writing ability is a new way and a new breakthrough. The integration of semantic, grammar, and context can be used as a unit of language teaching and help to cultivate the writing ability. In the field of foreign language writing teaching, the use of the word blocks itself is an important reflection of the writing ability and writing standard. However, lexical teaching is often confined to the fixed word collocation and discrimination, the actual use of the word block lack of specific, vivid cases, only focus on mechanical, inculcating teaching methods.Through the use of corpus lexical resources in English writing for non-English majors, I hope we can further find out the regularity of the use of language structure in the process of writing so that they can learn happily during self-exploration and acquire communicative competence in practical application. At the same time, this study will explore the teaching workers in English writing teaching what problems, to explore a new writing teaching mode, in order to provide a useful reference value for English writing teaching reform [7, 8].In the perspective of corpus linguistics, the platform of lexical pedagogy is based on the theory of “second language acquisition and cognitive psychology,” learners’ autonomous learning is the main feature, and teaching staffs are also actively involved. Through this platform, learners have access to a wealth of useful information and learning resources, as well as getting help from their teachers at any time, as shown in Figure1.Figure 1
English writing platform design.As can be seen from the chart, the English writing platform contains a total of five functional modules: (1) related corpus in this module, learners in addition to textbooks corpus also use a variety of network corpus [9, 10]. The center word retrieval and context cooccurrence functions provide learners the opportunity to observe the law of language usage, not only to understand the meaning and usage of the word block but also to examine the block language and register. (2) Interaction between teachers and students provided by the group chat: the forum features teachers and learners to achieve mutual exchange and learning, to enhance teacher-student emotions and reduce the tension and anxiety. (3) The information announcement module can be based on the needs of teaching, timely delivery of writing tasks, and curriculum changes to create a good teaching conditions. (4) The writing training feedback module is mainly for learners writing to modify the platform, learners are free to exchange practice with their peers to share their own views and judgments, or ask the teacher for guidance. (5) Writing evaluation module is mainly for learners’ misuse of the phrase error analysis and excuse and excellent work for learners to identify and appreciate.Mutual information value (MIV), which is a commonly used method of calculating the collocation intensity of words. MIV is calculated in bits. The use of MI in linguistics is different from what is commonly used in finance, especially in numerical ranges. In the information science, the MI value ranges from 0 to 1, and the MI values used in linguistic terms are only divided by 0, and the larger the value, the greater the interword encounter and attractiveness. Specifically, the MI value calculates the frequency at which a word appears in the corpus and can provide probability information on the appearance of another word.Assuming thata and b are two randomly distributed words in the corpus, the total corpus size is W and S is the stride. The actual frequency of observation in the corpus is Fa and Fb, and the frequency of occurrence is Fa,b. The MI value is calculated as shown in
(1)Ia,b=log•Pa,bPa•Pb•2S=log•Fa,b•WFa•Fb•2S.If the corpus size wasW times, Fa for multiword sequences or vocabulary driving observed frequency structure, Fb is a multiword sequence or structure of a driving vocabulary collocation observed frequency words, Fa,b for the two part of speech in the corpus frequency; then, the MI value can be calculated as
(2)Ia,b=logW•Fa,bFa•Fb.If the total corpus size isW and the observed frequency of a collocated corpus is C1, then the average frequency of collocations in each lexeme is calculated as C1/W. If the collocation span is defined as S, the frequency with which the collocated word coexists with each node word is C1·2S+1, 2S is the span position set on the left and right of the node word, and 1 is the lexeme of the node word. However, this dissertation can be calculated for lexical chunks and similar sentence patterns, so the lexicon may not be 1 in the design. However, when we consider the probability of cooccurrence of a certain node word with the observed frequency N, the theoretical probability P should be calculated as shown in
(3)P=C1·2S+1W·NW.By multiplying the theoretical value of cooccurrence probabilityP by the storage capacity W, the expected frequency of cooccurrence of the collocated word nodes can be obtained. Then, the expected frequency of cooccurrence with the word node is as shown in Equation (4). Further, the standard deviation of collocations distributed in the text is calculated as shown in Equation (5).
(4)SD=2S+1•N•1−C1W•C1W,(5)E=C12S+1•NW.The difference between the actual frequencyC2 and the expected frequency E coexisting with the node words of the collocated words is divided by the standard deviation to obtain the value of the Z value and the value of Z, which can be used to determine the strength of collocation of words. Words with Z values need to be significant at a 0.01 level, and Z values must be equal to or greater than 2.576. By setting a threshold of 2.576, researchers can obtain meaningful collocations and filter out accidental collocations that have no effect on node words.


### 3.2. Corpus Design

The design of the database throughout the system is very important. A good database design will bring great convenience to the postmaintenance of the entire system. Database usage in linguistics is a corpus. Articles in the corpus have certain characteristics in some aspects, such as academic papers, news reports, corpus of articles to be invoked at any time, and a large base, and as a comparative sample, corpus in the corpus of research has versatility and extensive [11, 12].In order to facilitate the study of linguistic features, unnecessary parts such as references and charts for each article are deleted, garbled characters are modified before the call in the software, the carefully selected 10,000 articles are organized and screened and stored. In order to facilitate the later additions and deletions, they are rearranged to allow unsophisticated computer operators to better use this system for research factors and corpus storage, storage of its absolute address field, through the JDBCTemplate research factors and corpora transfer. Table1 shows the current sorted out number of different types of samples and the proportion of the sample.Table 1
Corpus sampling number and proportion.
Text formThe number of corporaPercentagePaper2455893.30%Book review12164.62%Technology news5472.08%The lexical teaching method from the perspective of corpus linguistics establishes the corresponding lexical training library by using the existing data resources in the corpus of textbooks and lexical teaching with the help of the English writing platform [13]. It stimulates learners to extract lexical chunks actively through corpus retrieval and context cooccurrence function from the teaching conception and technical level, to use lexical chunks and consolidate lexical chunks to cultivate lexical awareness of learners and to develop the potential of learners’ language learning, which enhances the enthusiasm of learners in self-regulated learning. This teaching mode accords with the learners’ cognition and the law of language development, enriches the second language acquisition theory put forward by Krashen, and realizes the cognitive psychology theory. In the ArticleTable, the main article is stored article and article name, etc., to facilitate inquiries, as shown in Table 2.Table 2
Article.
CodeType of dataRequiredThe main keyNotesArticle IDINTYesYesArticle IDModule IDINTYesNoModule IDArticle NameVarchar (255)YesNoArticle titleArticle PathVarchar (255)YesNoArticle pathThe use of corpus retrieval provides a personalized tool for English lexical teaching of learners. Learners must undergo professional training before they can fully use this tool effectively. Training mainly includes two aspects: first, learn to highlight the characteristics of the block and second, learn to analyze the corpus software functions. In lexical teaching from the perspective of corpus linguistics, retrieval is the most important and commonly used function. Its main function is to query and count the number of occurrences of a certain block in a given text.The phrase has a relatively complete meaning, but it often goes beyond the traditional range of words, that is, the intermittent increase in the structure of the components of the phrase, the use of syntax rules to generate language, which is the creative use of the word block. It provides space to show that the block is generative, enabling learners to expand on the basis of the original acquired knowledge so as to ensure the development of the language [14]. On the other hand, the whole block stored in the memory as a whole has the corresponding complete structure and can be used for syntactic analysis. However, the meaning of the block can not be obtained by simple superposition.


## 3.1. Relevant Theories and Key Technical Overview

With the development of corpus linguistics, using lexical teaching to improve English writing ability is a new way and a new breakthrough. The integration of semantic, grammar, and context can be used as a unit of language teaching and help to cultivate the writing ability. In the field of foreign language writing teaching, the use of the word blocks itself is an important reflection of the writing ability and writing standard. However, lexical teaching is often confined to the fixed word collocation and discrimination, the actual use of the word block lack of specific, vivid cases, only focus on mechanical, inculcating teaching methods.Through the use of corpus lexical resources in English writing for non-English majors, I hope we can further find out the regularity of the use of language structure in the process of writing so that they can learn happily during self-exploration and acquire communicative competence in practical application. At the same time, this study will explore the teaching workers in English writing teaching what problems, to explore a new writing teaching mode, in order to provide a useful reference value for English writing teaching reform [7, 8].In the perspective of corpus linguistics, the platform of lexical pedagogy is based on the theory of “second language acquisition and cognitive psychology,” learners’ autonomous learning is the main feature, and teaching staffs are also actively involved. Through this platform, learners have access to a wealth of useful information and learning resources, as well as getting help from their teachers at any time, as shown in Figure1.Figure 1
English writing platform design.As can be seen from the chart, the English writing platform contains a total of five functional modules: (1) related corpus in this module, learners in addition to textbooks corpus also use a variety of network corpus [9, 10]. The center word retrieval and context cooccurrence functions provide learners the opportunity to observe the law of language usage, not only to understand the meaning and usage of the word block but also to examine the block language and register. (2) Interaction between teachers and students provided by the group chat: the forum features teachers and learners to achieve mutual exchange and learning, to enhance teacher-student emotions and reduce the tension and anxiety. (3) The information announcement module can be based on the needs of teaching, timely delivery of writing tasks, and curriculum changes to create a good teaching conditions. (4) The writing training feedback module is mainly for learners writing to modify the platform, learners are free to exchange practice with their peers to share their own views and judgments, or ask the teacher for guidance. (5) Writing evaluation module is mainly for learners’ misuse of the phrase error analysis and excuse and excellent work for learners to identify and appreciate.Mutual information value (MIV), which is a commonly used method of calculating the collocation intensity of words. MIV is calculated in bits. The use of MI in linguistics is different from what is commonly used in finance, especially in numerical ranges. In the information science, the MI value ranges from 0 to 1, and the MI values used in linguistic terms are only divided by 0, and the larger the value, the greater the interword encounter and attractiveness. Specifically, the MI value calculates the frequency at which a word appears in the corpus and can provide probability information on the appearance of another word.Assuming thata and b are two randomly distributed words in the corpus, the total corpus size is W and S is the stride. The actual frequency of observation in the corpus is Fa and Fb, and the frequency of occurrence is Fa,b. The MI value is calculated as shown in
(1)Ia,b=log•Pa,bPa•Pb•2S=log•Fa,b•WFa•Fb•2S.If the corpus size wasW times, Fa for multiword sequences or vocabulary driving observed frequency structure, Fb is a multiword sequence or structure of a driving vocabulary collocation observed frequency words, Fa,b for the two part of speech in the corpus frequency; then, the MI value can be calculated as
(2)Ia,b=logW•Fa,bFa•Fb.If the total corpus size isW and the observed frequency of a collocated corpus is C1, then the average frequency of collocations in each lexeme is calculated as C1/W. If the collocation span is defined as S, the frequency with which the collocated word coexists with each node word is C1·2S+1, 2S is the span position set on the left and right of the node word, and 1 is the lexeme of the node word. However, this dissertation can be calculated for lexical chunks and similar sentence patterns, so the lexicon may not be 1 in the design. However, when we consider the probability of cooccurrence of a certain node word with the observed frequency N, the theoretical probability P should be calculated as shown in
(3)P=C1·2S+1W·NW.By multiplying the theoretical value of cooccurrence probabilityP by the storage capacity W, the expected frequency of cooccurrence of the collocated word nodes can be obtained. Then, the expected frequency of cooccurrence with the word node is as shown in Equation (4). Further, the standard deviation of collocations distributed in the text is calculated as shown in Equation (5).
(4)SD=2S+1•N•1−C1W•C1W,(5)E=C12S+1•NW.The difference between the actual frequencyC2 and the expected frequency E coexisting with the node words of the collocated words is divided by the standard deviation to obtain the value of the Z value and the value of Z, which can be used to determine the strength of collocation of words. Words with Z values need to be significant at a 0.01 level, and Z values must be equal to or greater than 2.576. By setting a threshold of 2.576, researchers can obtain meaningful collocations and filter out accidental collocations that have no effect on node words.


## 3.2. Corpus Design

The design of the database throughout the system is very important. A good database design will bring great convenience to the postmaintenance of the entire system. Database usage in linguistics is a corpus. Articles in the corpus have certain characteristics in some aspects, such as academic papers, news reports, corpus of articles to be invoked at any time, and a large base, and as a comparative sample, corpus in the corpus of research has versatility and extensive [11, 12].In order to facilitate the study of linguistic features, unnecessary parts such as references and charts for each article are deleted, garbled characters are modified before the call in the software, the carefully selected 10,000 articles are organized and screened and stored. In order to facilitate the later additions and deletions, they are rearranged to allow unsophisticated computer operators to better use this system for research factors and corpus storage, storage of its absolute address field, through the JDBCTemplate research factors and corpora transfer. Table1 shows the current sorted out number of different types of samples and the proportion of the sample.Table 1
Corpus sampling number and proportion.
Text formThe number of corporaPercentagePaper2455893.30%Book review12164.62%Technology news5472.08%The lexical teaching method from the perspective of corpus linguistics establishes the corresponding lexical training library by using the existing data resources in the corpus of textbooks and lexical teaching with the help of the English writing platform [13]. It stimulates learners to extract lexical chunks actively through corpus retrieval and context cooccurrence function from the teaching conception and technical level, to use lexical chunks and consolidate lexical chunks to cultivate lexical awareness of learners and to develop the potential of learners’ language learning, which enhances the enthusiasm of learners in self-regulated learning. This teaching mode accords with the learners’ cognition and the law of language development, enriches the second language acquisition theory put forward by Krashen, and realizes the cognitive psychology theory. In the ArticleTable, the main article is stored article and article name, etc., to facilitate inquiries, as shown in Table 2.Table 2
Article.
CodeType of dataRequiredThe main keyNotesArticle IDINTYesYesArticle IDModule IDINTYesNoModule IDArticle NameVarchar (255)YesNoArticle titleArticle PathVarchar (255)YesNoArticle pathThe use of corpus retrieval provides a personalized tool for English lexical teaching of learners. Learners must undergo professional training before they can fully use this tool effectively. Training mainly includes two aspects: first, learn to highlight the characteristics of the block and second, learn to analyze the corpus software functions. In lexical teaching from the perspective of corpus linguistics, retrieval is the most important and commonly used function. Its main function is to query and count the number of occurrences of a certain block in a given text.The phrase has a relatively complete meaning, but it often goes beyond the traditional range of words, that is, the intermittent increase in the structure of the components of the phrase, the use of syntax rules to generate language, which is the creative use of the word block. It provides space to show that the block is generative, enabling learners to expand on the basis of the original acquired knowledge so as to ensure the development of the language [14]. On the other hand, the whole block stored in the memory as a whole has the corresponding complete structure and can be used for syntactic analysis. However, the meaning of the block can not be obtained by simple superposition.


## 4. Result Analysis and Discussion

Nowadays, the empirical research on lexical chunk in the perspective of corpus linguistics mainly focuses on the collocation of lexical chunks, which mostly focuses on the collocation of output ability, less on the acceptance of lexical chunks, on the teaching of lexical chunks, mode construction, and the impact of this model on college English writing [15]. In view of the shortcomings of previous studies, this experiment combined with corpus linguistics to explore whether the block-based teaching method can improve the English writing ability of non-English majors.Before the experiment, the author uses independent sampleT test in two classes of learners’ English comprehensive ability and writing level; according to Table 3, the results showed that in the English comprehensive ability pretest, the average scores of the experimental group was 63.35, the average control class (63.58) is very close to the experimental class, only the 0.23 point gap. At the significant level of 0.05, there was no significant difference between the two classes of learners in the English comprehensive ability test (t=0.109>0.05).Table 3
Before the experiment, two classes of English comprehensive ability test independent sampleT test basic description of statistics.
GroupPopularityAverageStandard deviationStandard error of mean valuePretest of control class6063.35146.35141.1024Pretest of experimental class6063.58416.14781.2473It can be seen from the comparison of the specific subitems in the English writing level between the control class and the experimental class in the table that the two class learners are quite level in terms of task completion, structure and layout, block features, syntactic form, and language specification. In the two-tailed test, there was no significant difference between the values. Therefore, from the experimental data, it can be concluded that there is no significant difference between the two groups in terms of English comprehensive ability and writing ability, and the two experiments are fully prepared for the next experiment.There was a short-term English block and writing training after the end of 120 experimental class and control class learners at the same time comprehensive abilityB volume and writing level test D volume test. Two groups of learners in the English comprehensive proficiency test and English writing proficiency test basic description of statistics and independent sample T test analysis are shown in Table 4.Table 4
After the experiment, two English comprehensive ability test independent sampleT test basic description of statistics.
GroupPopularityAverageStandard deviationStandard error of mean valuePretest of control class6068.34717.32811.3652Pretest of experimental class6071.54117.21411.4270As can be seen from the experimental data, after a semester of block and writing training, test scores of comprehensive ability test and writing level test of experimental class students all improved to varying degrees. Among them, the experimental class English comprehensive ability test average is 71.5 higher than the control class’ 68.3.The choice and application of the lexicon profoundly affect the writing proficiency of English and become an important reference for the level of writing [16]. Although most of the learners can grasp more complete grammar rules and more vocabularies, the fluent level of their language needs to be further improved. The reason for this phenomenon lies in the lag of their prefabricated block recognition ability and ability to use. In other words, the learner’s writing level and their ability to recognize the block is not a simple linear correspondence; the discovery should be said is quite worth pondering.Figure2 depicts the English level during the application of our proposed work. Here, the rate of English is observed in percentage with various concerns of students. Lower level of English may affect the students greatly than other levels. Almost all students omit this lower level of English while accepting the high level of English. As a beginner, students can categorize their language ability as the following. As a beginner, students should be able to interact on a basic level or understand few basic words. Although students can have a basic conversation about daily themes with just minor grammatical and lexical errors, you will be unable to express yourself in writing in this dialect. Excellent vocabulary knowledge makes it easy for others to grasp what students are saying when students are fluent. This is a very well-written and well-spoken piece of work! When students have mastered the language’s organization and are able to understand how it works to other persons, you are considered proficient. Students are also capable of speaking in colloquial English and picking up on regional dialects.Figure 2
English level.Figure3 depicts the analysis of English writing of students. Writing can be described as examination when the author breaks down a topic into its constituent parts. If you are writing a critical essay, you are doing an analysis of a piece of literary work like a poem, short story, or even a write-up.Figure 3
Analysis of English writing.Whenever anyone expresses themselves, informs, persuades, or creates a literary work through written communication, they are usually trying to do one of these things. In university, compositional style writing is used due to 2 reasons: to educate and convince the reader. Figure4 depicts the writing efficiency of the proposed and existing techniques (“EDMODO [17]” and “Google translate [18]”). In [17], to better understand how EDMODO might help students improve their writing, more data is required. Another study focuses on the differences between men and women when it comes to adopting EDMODO. This is a short-term action research project conducted with a single group. Similar research can be carried out with an experimental design comparing two units utilizing EDMODO and traditional instructional techniques. Another avenue for further investigation is to look at the comments students receive from one another on EDMODO. In [18], it is also critical that English as a foreign language (EFL) teachers gain a good comprehension of Google Translate so that they can design teaching solutions that make effective use of the tool in a variety of educational settings. From this investigation, our proposed technique accomplishes the greatest effectiveness in English writing.Figure 4
Writing efficiency (%).


## 5. Conclusion

Based on the theories of “input hypothesis” and “affective filter hypothesis” and cognitive psychology in second language acquisition theory, this study expounds the concept of corpus linguistics and the relationship between corpus linguistics and language teaching. Definition, classification, features, and other aspects to explore and summarize the domestic and foreign experts and scholars for the block teaching method research. The author draws the following conclusion.The lexical pedagogy from the perspective of corpus linguistics makes up for the inadequacies of the previous writing teaching from the technical level and teaching philosophy. It not only promotes communication and communication between teachers and students and strengthens the unity of life and life but also fundamentally reforms teaching methods and changes teaching concepts, To achieve the training of learners’ organizational ability and autonomous learning ability, the fluency and accuracy of language output are accelerated, and the writing ability and level of English are effectively improved. With the deepening development of corpus linguistics, with the change of teaching concepts and cognitive styles, giving full play to the advantages of corpus linguistics block lexism, strengthening lexical teaching research, and applying them in English writing is not negligible of potential advantages and broad prospects.This study is in its infancy; there are still deficiencies need to be improved. For example, the experimental sample is small, the experimental period is short, and subject to regional and professional conditions.



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*Source: 4024149-2022-05-04.xml*