More Than a Linguistic Reference: The Influence of Corpus Technology on L2 Academic Writing‪.‬

INTRODUCTION Recently, corpus technology has demonstrated great potential for second language (L2) writing instruction by integrating vocabulary, grammar, and discourse patterns of given types of writing into the teaching of L2 writing (Gledhill, 2000; Hyland, 2002; Jabbour, 1997, 2001; Tribble, 1999, 2002). A substantial number of corpus studies have been involved in developing corpus-informed syllabi, teaching materials, and classroom activities (e.g., Conrad, 1999; Flowerdew, 1998; Thurstun & Candlin, 1998). Those studies have emphasized that the corpus approach not only can enhance learners' awareness of lexico-grammatical patterning of texts, but also can foster inductive learning. Whereas early corpus research had an impact on the development of classroom materials and grammar references, researchers have begun to look at academic written discourse, in combination with genre analysis, to inform English for Academic Purposes (EAP) materials (J. Flowerdew, 2002) and "help students to develop competence as writers within specific academic domains" (Tribble, 2002, p.131).