The use of corpus in teaching polysemous words in English

This study was conducted to investigate the effect of corpus use on language learners' polysemous word competence. For this purpose, the sequential mixed methods design was used. A total of 26 high school learners between the ages of 15-17, studying at a state high school in Turkey, participated in the study. Two equivalent achievement tests, a pre, and post-test, were applied before and after the four-week training on Corpus of Contemporary American English. The achievement tests were developed by the researcher herself with the required steps taken during their construction. After ensuring reliability, the test was ready-to-use for the actual implementation. As the final step, a semi-structured interview was conducted to learn about participants' opinions on corpus via an online meeting. Quantitative findings revealed that corpus use had a significant positive effect on targeted language skills improvement. Learners' opinions on corpus were analyzed via the descriptive content analysis and uncovered under six sub-topic comprising corpus use, improvement in polysemous word competence, corpus as an ELT tool, teacher guidance during the training period, comparison on pre-test and post-test, and additional comments. The study presents pedagogical implications for English teachers, researchers, and curriculum developers. Keywords: Vocabulary Teaching, Data-Driven Language Learning, Cognitive Ligmiusistic, Corpus, Polysemous