DATA-DRIVEN LEARNING AND ACADEMIC REGISTER AWARENESS: A CORPUS-INTEGRATED APPROACH FOR FUTURE ENGLISH TEACHERS
Keywords:
Keywords: register awareness, lexical precision, data-driven learning, academic writing, corpus tools, future English teachers.Abstract
Abstract: This article investigates the development of academic register awareness and lexical precision through data-driven learning (DDL) methodology in the training of future English teachers. Drawing on experimental research conducted with B2-level EFL students at Chirchiq State Pedagogical University using the COCA concordancer, the study demonstrates that register awareness and lexical precision are closely interconnected dimensions of academic writing competence that benefit substantially from corpus-integrated instruction. Students who engaged with concordance data showed improved ability to distinguish between conversational and academic lexical alternatives, suggesting that corpus tools facilitate the development of stylistic sensitivity alongside lexical accuracy. The findings support the argument that corpus-integrated instruction should be systematically embedded in teacher education curricula.
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