Corpus-Informed Development of Pedagogical Discourse Competence in Foreign Language Teacher Education

Authors

Nilufar Ulmasovna Ochilova

Doctoral Researcher, Bukhara State Pedagogical Institute, PhD in Philological Sciences, Uzbekistan

DOI:

https://doi.org/10.37547/pedagogics-crjp-07-02-44

Keywords:

Classroom corpus data-driven learning teacher education

Abstract

This design study proposes a corpus-informed cycle for developing pedagogical discourse competence among pre-service foreign language teachers. The approach uses a small, ethically curated classroom corpus not as a source of model sentences but as evidence for noticing relationships among pedagogical function, linguistic realization, sequential position, and learner uptake. Corpus-pedagogic synthesis produced five stages: formulating a functional inquiry, retrieving contrasting episodes, interpreting concordance in context, designing a discourse alternative, and testing it through microteaching. An evidence card safeguards against frequency-based prescriptions. The result is a professional inquiry method that connects authentic classroom data with situated rehearsal while preserving contextual and ethical judgment.

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Nilufar Ulmasovna Ochilova. (2026). Corpus-Informed Development of Pedagogical Discourse Competence in Foreign Language Teacher Education. Current Research Journal of Pedagogics, 7(02), 202–205. https://doi.org/10.37547/pedagogics-crjp-07-02-44

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