The Effect of Corpus-Based Learning on Psychology Students’ Professional English Communication
DOI:
https://doi.org/10.5281/zenodo.22259098Аннотация
The growing importance of English in psychological research, academic communication, and professional
practice has increased the need for effective English for Specific Purposes (ESP) instruction among psychology students.
Traditional ESP teaching methods often fail to provide learners with sufficient exposure to authentic disciplinary
language. Corpus-based learning has emerged as an innovative pedagogical approach that enables students to analyze
real-life language data and develop professional communication skills. This study investigates the effect of corpus-based
learning on psychology students’ professional English communication. The research examines how corpus tools contribute
to vocabulary acquisition, discourse awareness, academic writing, and communicative competence. The findings
indicate that corpus-based instruction significantly improves students’ ability to use psychology-related terminology,
understand professional texts, and communicate effectively in academic and professional contexts. The study concludes
that corpus-based learning provides valuable opportunities for developing professional English communication among
psychology students.
Ключевые слова
corpus-based learning, psychology students, ESP, professional communication, corpus linguistics, academic vocabulary, communicative competence, English language teachingБиблиографические ссылки
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