Abstract
Corpus linguistics and education in the UK: A case of non-European students
Aims: This research aimed to analyse the impact of the characteristics of Corpus linguistics on the linguistic education of non-European students
Method/design: The study adopted a primary quantitative methodology in which survey questionnaires were distributed among 100 participants selected through convenience sampling.
Introduction
Recent years have witnessed education becoming an increasingly global phenomenon, in which students from all linguistic cultural, and ethnic backgrounds are invited to participate in conventional and distance learning activities (Douglas, 2016). With the advent of digital technology and the internet, cross-cultural dissemination of knowledge has increased to unprecedented levels. For studies of linguistics, Corpus Linguistics (CL) is among the most dynamically evolving domain, which encompasses the nuances of modern linguistics. Due to its vast breadth of knowledge, it influences all the areas of linguistics including methods of teaching of local and foreign languages, linguistic disciplines in cross cultural contexts, and complex translations (Nartay et al., 2019). It is based upon the development and use of a Corpora, which is its body of ‘real world’ text. Corpus linguistics propounds that credible assessment of any language is feasible through the corpora collected in the field, that is, through the natural context of that language (realia) rather than experimental interference.
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