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In order for these research findings to have their impact felt in language pedagogy, the researchers should, however, follow the well-established principles of the methodology. In an attempt to investigate the extent to which the researchers abide by these standards, the current paper reviews a number of corpus-based studies carried out on the ELT textbooks in Malaysia. It was specifically intended to shed light on the possible methodological flaws committed by the researchers. The study, it is the hope of the researchers, could provide some guidelines for the researchers to carry out further corpus-based studies on EFL/ESL instructional materials as well.  \nKeywords: Corpus Linguistics, ESL Textbooks, Malaysia, Methodology  \n1. Introduction  \nThe development of corpus-based materials, like dictionaries, serves as evidence of the relevance of corpus linguistics to language description and language instruction as well. In recognition of this notion, different researchers have managed to investigate the ELT materials within the framework of corpus linguistics and compare textbook materials with some reference corpora. It might perhaps come as a great shock that a noticeable body of such corpus-based research has indicated the inadequacy of ELT materials in describing evidence from real language use. For instance, corpus evidence enabled Kettermann (1995) to argue that the prescription of the backshift rule for tenses in reported speech constructions in pedagogical grammars fails to comply with actual language use. Likewise, Tognini-Bonelli (200 1) laments the remarkable degree of lack of agreement between descriptions of the indefinite pronoun‘any’ in pedagogical grammars and the way it is used in natural corpora, holding that about 50% of the occurrences of the item in a corpus cannot be explained by the descriptions given in pedagogical grammars.  \n2. Contributions of Corpus Linguistics to ESL Teaching  \nThe impact of corpus linguistics on language description has been so profound that it is sometimes compared to the effect “of the telescope on astronomy” (Ranali, 2003, p. 2) . In particular, it threw doubt on the conventional demarcation between vocabulary and grammar, the convention upon which much of the language teaching methodology and practice was built. Contention has even been made that it has revolutionized the field of lexicography. The impact of corpus linguistics on language teaching is, however, a different story with “changes arising from CL appear to be creeping into ELT slowly over time”(Rana","cbCaicEsiNA0iqkE","https://ap.wps.com/l/cbCaicEsiNA0iqkE","pdf",143602,"English","# Introduction\n## Contributions of Corpus Linguistics to ESL Teaching\n## Development of ESL Corpora in Malaysia","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To review corpus-based studies on ELT textbooks in Malaysia and highlight possible methodological flaws committed by researchers.\"},{\"question\":\"Why do the authors emphasize methodological principles in corpus-based research?\",\"answer\":\"Because, for corpus findings to impact language pedagogy, researchers must follow well-established methodology principles.\"},{\"question\":\"What concerns does the paper raise about some corpus-based findings?\",\"answer\":\"Some findings may be questionable due to insufficient attention to computational rules or conceptual details, and due to misunderstandings about measures like token/type and corpus size balance.\"}]","Methodological Flaws in Corpus-Based Studies on Malaysian - ESL Textbooks - advances research review | PDF",1792067742,13]