El potencial de la enseñanza del vocabulario basada en corpus: Optimismo con precaución

Yuly Y Asencion Delaney, Joseph G Collentine, Karina Collentine, Jersus Colmenares, Luke D Plonsky

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


A great deal of discussion among applied linguists has centred in recent years on the potential of corpus-based vocabulary instruction (also referred to as data-driven learning or DDL; Boulton 2010a). Research in this area draws on and is relevant to applied corpus linguistics as well as second-language (L2) pedagogy and second language acquisition. Though there is certainly potential for DDL research to inform L2 vocabulary teaching practice, as described in detail in this article, the empirical studies of DDL have fallen short both theoretically and methodologically. Despite these limitations, we see potential in DDL to inform L2 pedagogy and to both draw from and contribute to SLA theory. For these reasons, this article also includes a discussion of how and when Spanish L2 teachers might consider adopting DDL techniques in their classrooms.

Original languageSpanish
Pages (from-to)140-151
Number of pages12
JournalJournal of Spanish Language Teaching
Issue number2
StatePublished - 2015


  • Corpus
  • Data-driven learning (DDL)
  • Research methods
  • Spanish
  • Vocabulary

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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