Volume 3, Issue 2
  • ISSN 2665-9581
  • E-ISSN: 2665-959X
Buy:$35.00 + Taxes



This article is a response to the commentaries written in reaction to my target article “Cognitive corpus linguistics and pedagogy: From rationale to applications”. It focuses on some issues raised by several commentators: the complexity of applying cognitive corpus linguistics in the language classroom; the question of authenticity in pedagogy; the link between input, intake and output; the place of the teacher and the researcher in applied cognitive corpus linguistics; and possible expansions of the paradigm. It concludes by underlining the importance of exchanges such as those found in this target issue.


This is a commentary article in response to the following content:
Cognitive corpus linguistics and pedagogy

Article metrics loading...

Loading full text...

Full text loading...


  1. Gilquin, G., Bestgen, Y., & Granger, S.
    (2022) Assessing EFL speech: A teacher-focused perspective. Journal of Second Language Teaching and Research, 9.
    [Google Scholar]
  2. Gilquin, G., & Granger, S.
    (2015) Learner language. InD. Biber, & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp.418–435). Cambridge: Cambridge University Press. 10.1017/CBO9781139764377.024
    https://doi.org/10.1017/CBO9781139764377.024 [Google Scholar]
  3. (2022) Using data-driven learning in language teaching. InA. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics. Second edition (pp.430–442). London: Routledge. 10.4324/9780367076399‑30
    https://doi.org/10.4324/9780367076399-30 [Google Scholar]
  4. Kotze, H.
    (2022) Translation as constrained communication: Principles, concepts and methods. InS. Granger, & M.-A. Lefer (Eds.), Extending the scope of corpus-based translation studies (pp.67–97). London: Bloomsbury. 10.5040/9781350143289.0010
    https://doi.org/10.5040/9781350143289.0010 [Google Scholar]
  5. Le Foll, E.
    (Forthcoming). “I’m putting some salt in my sandwich.”: The use of the progressive in EFL textbook conversation. InS. Flach, & M. Hilpert Eds. Broadening the spectrum of corpus linguistics: New approaches to variability and change. Amsterdam: John Benjamins.
    [Google Scholar]
  6. Leech, G.
    (2011) Frequency, corpora and language learning. InF. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Eds.), A taste for corpora. In honour of Sylviane Granger (pp.7–31). Amsterdam: John Benjamins. 10.1075/scl.45.05lee
    https://doi.org/10.1075/scl.45.05lee [Google Scholar]
  7. Lo, M. L., & Marton, F.
    (2012) Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design. International Journal for Lesson and Learning Studies, 1(1), 7–22. 10.1108/20468251211179678
    https://doi.org/10.1108/20468251211179678 [Google Scholar]
  8. Madlener, K.
    (2015) Frequency effects in instructed second language acquisition. Berlin: De Gruyter. 10.1515/9783110405538
    https://doi.org/10.1515/9783110405538 [Google Scholar]
  9. Römer, U.
    (2005) Progressives, patterns, pedagogy: A corpus-driven approach to English progressive forms, functions, contexts and didactics. Amsterdam: John Benjamins. 10.1075/scl.18
    https://doi.org/10.1075/scl.18 [Google Scholar]
  10. VanPatten, B.
    (1993) Grammar teaching for the acquisition-rich classroom. Foreign Language Annals, 26(4), 435–450. 10.1111/j.1944‑9720.1993.tb01179.x
    https://doi.org/10.1111/j.1944-9720.1993.tb01179.x [Google Scholar]
  11. Widdowson, H. G.
    (2000) On the limitations of linguistics applied. Applied Linguistics, 21(1), 3–25. 10.1093/applin/21.1.3
    https://doi.org/10.1093/applin/21.1.3 [Google Scholar]
  12. (2003) Defining issues in English language teaching. Oxford: Oxford University Press.
    [Google Scholar]
  13. Willis, J.
    (1998) Concordances in the classroom without a computer: Assembling and exploiting concordances of common words. InB. Tomlinson (Ed.), Materials development in language teaching (pp.44–66). Cambridge: Cambridge University Press.
    [Google Scholar]
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error