Corpus-based framework of english teaching for competency-oriented curriculum design
DOI:
https://doi.org/10.5281/zenodo.15796904Keywords:
corpus-informed instruction, competency-based curriculum, esp curriculum design, lexico-grammatical mapping, summation utility modeling, semantic flexibility, register-sensitive task alignmentAbstract
Despite disciplinary specificity, corpus-based analysis has been preferred over other contemporary techniques
such as discourse analysis, syllabus benchmarking, and generic template mapping due to domain sensitivity and
significant pedagogical alignment benefits. The present study aims to address this methodological gap by examining the
applicability of corpus-informed instruction, focusing on three competency-driven curriculum parameters. We performed
a summation utility modeling analysis to map the research on English for Specific Purposes (ESP) and investigate
how the modular structure of competency-based instruction, according to an established evaluation matrix (linguistic
function, communicative purpose, lexical distribution and syntactic construction, register variation and task specificity,
interactional demand, skill integration, and semantic flexibility), might be shifting in the context of a learner-centered
curriculum reform. We conceptualize the curriculum framework as the collective instructional orientation of an educational
system towards the formulation, delivery, assessment, and iteration of language tasks built on a sense of cognitive
relevance, functional transparency, contextual realism and learner autonomy. Our analysis of regression-based datasets
shows that lexico-grammatical structuring is consistently embedded in all components of the competency model, and
enabling the emergence of adaptive patterns of language use and task performance, such as genre-based instruction and
skill-mapping frameworks, which may be changing teacher perceptions of curricular priorities and affecting the structure
and flexibility. Our findings suggest that teaching methodology and corpus design are interconnected and influencing
one another, but the impact of data-driven learning on skill transfer and competency formation is yet unclear. Section 5.2
identifies some key implications that educators and curriculum planners may use to strengthen the practical relevance of
language education, taking the specific institutional dynamics of competency-oriented education in the ESP domain into
account
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