DEVELOPING MEDICAL STUDENTS’ TERMINOLOGICAL COMPETENCE THROUGH DATA-DRIVEN LEARNING

Abstract

Corpus linguistics offers a principled way to select and teach specialized vocabulary from authentic disciplinary language. This conceptual paper discusses how frequency, dispersion, concordances, and collocations can inform medical English instruction and proposes a staged corpus-informed teaching framework. It argues that terminology teaching should integrate form, meaning, phraseology, and communicative use rather than rely on memorized bilingual word lists. The framework is a pedagogical proposal, not a report of an intervention.