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Abstract
This article examines, from a theoretical and methodological perspective, the possibilities of teaching academic writing through the integration of corpus technologies and generative artificial intelligence tools. Based on the views of Hyland, Coffin and co-authors, Bailey, and Lea and Street, the importance of using authentic language materials, examples of academic discourse, and real contexts of language use in developing academic writing is substantiated. Generative AI, in turn, makes it possible to process, explain, compare, and apply this linguistic information to the academic writing process according to students’ individual needs. The integration of corpora and GenAI provides opportunities for teaching academic vocabulary, collocations, discourse markers, typical syntactic constructions, and the genre-specific features of academic texts. Within this approach, the corpus serves as an evidence-based linguistic resource, while generative artificial intelligence functions as an interactive tool that presents this information in an adaptive manner. As a result, the didactic principles of a corpus-based GenAI model for teaching academic writing are identified.
References
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