Linguistic corpus in ELF classes: a didactic proposal to improve reading and writing skills

Abstract

[eng] This master’s thesis presents a didactic proposal to improve reading and writing skills in English as a Foreign Language (EFL) for first-year baccalaureate students in schools in the Balearic Islands. It examines the guidelines outlined in the current Spanish Education Law LOMLOE concerning Foreign Language I, according to Royal Decree 33/2022, of August 1, establishing the high school curriculum in the Balearic Islands (BOIB no. 101, of August 2, 2022). The proposal integrates online language corpora into EFL lessons, highlighting their benefits as discussed over the past four decades context (Xiao & McEnery, 2001). Research indicates numerous benefits of incorporating this tool, as it aids learners in generating hypotheses through targeted searches to address their inquiries (Serrano, 2024). Additionally, learners observe language usage through terms in context within authentic texts, as well as collocations and frequency of occurrence, among others (Pitkowski & Vázquez Gamarra, 2009). Students adopt a more active role in their learning, with teachers providing support. The thesis presents a didactic proposal that illustrates EFL activities based on realistic communicative situations using a language corpus. Moreover, it suggests that students create an individual base corpus as a valuable resource to use in their assignments. Furthermore, using these linguistic extractions from real texts fosters the digital competencies required by educational legislation. Along with instructions on how to perform the proposed tasks, guidance is given on how to assess them. Overall, this proposal is designed to develop integrated reading and writing communicative skills while enhancing students’ comprehension of English and refining their digital competencies