O'ngboyev Ramazon Mahmadali o'g'li

This article examines the impact of corpus-based instruction on English as a Foreign Language (EFL) learners' acquisition and application of academic vocabulary. Through a comprehensive analysis of existing literature, the study investigates how corpus-based approaches enhance vocabulary learning compared to traditional teaching methods. The research synthesizes findings from diverse educational contexts across multiple countries and analyzes the pedagogical implications. Results indicate that corpus-based instruction significantly improves EFL learners' academic vocabulary acquisition, retention, and appropriate usage in academic writing. The findings suggest that integrating corpus tools into language instruction provides authentic learning experiences that develop learners' autonomous vocabulary learning strategies and metalinguistic awareness.