But Where’s the Proof? The need for empirical evidence for data-driven learning

Corpus studies of native speaker and learner language have been influential in informing syllabus design and course content in foreign or second language (L2) teaching. Corpora can also be explored directly by the learner, in what Johns (1991) has called ―data-driven learning‖ (DDL). Such an approach is alleged to have many advantages, including fostering learner autonomy, increasing language awareness and noticing skills, and improving ability to deal with authentic language. Although such theoretical arguments may seem convincing, their power is mitigated by the fact that DDL has yet to filter down into mainstream teaching and learning practices. In other words, it may be fine in theory, but what about in everyday practice? Empirical evidence in support of the theory would seem essential.