English academic writing

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In the realm of English as a Second Language Teaching and Learning (ELTL), establishing a strong connection between theory and practice is essential yet challenging for teachers. They often struggle to translate theoretical concepts into practical classroom applications and may find it difficult to identify the underlying theories of their teaching practices. As educators gain experience, they learn that theory and practice can mutually inform each other, enhancing the effectiveness of their teaching. This thesis aims to illustrate practical applications of theoretical frameworks in ELTL and clarify the theories that support practical teaching elements. It focuses on three key areas: social constructivism, corpus linguistics, and action research, all of which have gained significant attention in ELTL over the past two decades. The work presents an empirical pedagogic action research project conducted at Hildesheim University, specifically within an English for Academic Purposes course aimed at training English as a Foreign Language students to become state school teachers. This course integrates social constructivism and corpus linguistics, employing Pedagogical Action Research to explore its efficacy. Ultimately, it posits that the classroom serves as an ideal setting for educational research.