Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that “it is as important to see what learners can do as well as what they can't” when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).

中文翻译：

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语料库知情教学中的学习者语料库：转向基于资产和类型的模型

学习者语料库已广泛用于语料库研究，以识别学习者写作中的差距和错误，但很少直接用于语料库知情教学（CII）。重要的是，CII 的学者指出，在使用学习者语料库时，“了解学习者能做什么和不能做什么同样重要”（Boulton & Thomas，2012；第 13 页）。学习者语料库还可以与学生所写的体裁更加一致（Seidlhofer，2002）。在我们的简要报告中，我们响应了 Lu、Casal 和 Liu (2021) 的呼吁，通过研究使用学习者语料库来增强学生的语言意识和英语中特定体裁知识的影响，以增强体裁和语料库教学法的协同作用。附加语言（EAL）一年级写作教室。我们还超越了错误分析，鼓励学习者 CII 使用基于资产的模型（Staples，2022）。