Meta-Analytical Approach to the Impact of Corpus-Driven Teaching on Foreign Language Acquisition

Abstract

Corpus linguistics is an emerging discipline in contemporary linguistics. Corpus refers to a large number of real used languages, which are collected, classified, stored, coded, or marked by computer to form a huge electronic resource library for users to learn or conduct research. Nowadays, corpus is gradually applied to English teaching, but corpus is mostly used in undergraduate teaching, and it is still in its infancy in higher vocational English teaching. Starting from this realistic background, in this work, a meta-analysis was conducted to analyze corpus-driven instruction on foreign language acquisition. The introduction of meta-analysis and the related introduction of chaotic communication system were carried out, and the hardware architecture of the system was designed. In the experiment, the error corpus was collected and sorted out and used as a sample. The comparative experiment method was adopted, which meant that two or more experimental groups were set up, and the relationship between various factors and experimental objects was explored through the comparative analysis of the results. Experimental results showed that judging from the average correct rate, the correct rate of the questionnaires for international students generally increased with the level of the international students. It also showed from another aspect that the higher the level of international students, the less the impact of the English translation of words on their acquisition process. The subject of meta-analysis of the impact of corpus-driven teaching on foreign language acquisition has been well completed.