The study investigates the effects of corpus-based formulaic sequences learning on developing learners’ writing skills and attitudes. For this purpose, fifty-four high school students participated in the study and were divided into two groups. The experimental group learned formulaic sequences with the corpus-based method, while the control group learned the target items through the definition-centered method. The results of the study showed that no significant difference in writing ability was found between corpus-based formulaic sequences learning and traditional formulaic sequences learning. The corpus-based formulaic sequences learning showed a greater effect on improving grammatical accuracy of writing. The traditional formulaic sequences learning was effective in the acquisition of productive knowledge of formulaic sequences. The results of the survey questionnaire showed that the students showed a positive attitude toward corpus-based formulaic sequences learning, which may mean corpus-based learning can play an important role in increasing students’ motivation. These results may suggest that various corpus-based activities for EFL class need to be developed.

I. 서론
II. 이론적 배경 및 선행연구
    1. 정형어구
    2. 코퍼스
    3. 선행 연구
III. 연구 방법
    1. 연구 대상
    2. 연구 도구
    3. 연구 절차 및 분석 방법
IV. 연구 결과 및 논의
    1. 집단 간 비교
    2. 집단 내 쓰기 능력 향상 비교
    3. 코퍼스 활용 정형어구 학습과 쓰기에 대한 설문 결과
V. 결론 및 제언
참고문헌

• 김은지(숙명여자고등학교) | Kim E un-Ji
• 이은주(이화여자대학교 영어교육과) | Lee Eun-Joo 교신 저자