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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
YANG Huihui
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DOI:10.17265/2328-2177/2026.10.002
Taizhou University, Taizhou, China
Traditional L2 vocabulary instruction has centred on memorising individual lexical items, leaving learners with little awareness of the co-selectional behaviour of words in use. Drawing on co-selection theory and the Extended Unit of Meaning model, this paper synthesises empirical corpus evidence on lexical co-selection into a four-dimensional analytical framework. It then turns to the Four Usages of corpus-driven instruction to design a four-stage teaching sequence: perceiving, analyzing, practicing, and transferring. Each stage is realized through activities such as concordance-line induction, pattern examination, and human-AI (artificial intelligence) collaborative writing. Operating as a closed loop, the teaching sequence moves learners from noticing co-selection patterns to deploying them in their own language use. The model thus carries co-selection theory into classroom practice, giving EFL (English as a Foreign Language) teachers a workable scheme for developing depth of L2 vocabulary knowledge.
co-selection, extended unit of meaning, vocabulary teaching, depth of vocabulary knowledge
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