| Abstract: |
The progressive aspect, a key feature of English grammar, poses challenges for learners due to its structural
complexity and nuanced usage. This paper explores the application of corpus-based learning in teaching
the progressive aspect, highlighting how authentic linguistic data can enhance comprehension and
production. Drawing from the Corpus of Contemporary American English (COCA), this study
demonstrates how real-world language samples, pattern discovery activities; and contextualized practice.
Leaning on Data-driven learning (DDL) method and classroom-based action research design, a population
size of fifty HND 1 students grouped into experimental group and control group was used. The experimental
group was taught the progressive aspects using the corpus-based learning while control group was taught
the progressive aspect using the traditional method (grammar translation). A pre-test was administered to
determine their knowledge of the progressive aspect. A post-test of thirty grammar questions was
administered after exposing them to the teaching of English progressive aspects. Results show that the
experimental group (with a mean of 7.3) improved in the correct use of progressive aspect than the control
group (with a mean of 6.7). This improvement in grammatical accuracy in writing, better contextual
understanding of the progressive aspect, and proper application in writing validates this approach. It fosters
learner autonomy, promotes inductive reasoning, and aligns with communicative language teaching. The
study recommends that students should be taught English grammar using the corpus-based learning. Real
samples of the corpora should be provided for the students to enhance their understanding and use in both
writing and speaking. The study recommends the use of Data-Driven Learning (DDL) method and COCA
in teaching grammar. It enables students to explore authentic progressive aspect examples or other aspects
of English grammar, discover patterns, and apply them in communicative practice. |
EBONYI JOURNAL OF LANGUAGE
