Recent corpus-based approaches have emphasised autonomous and process-oriented methodologies focused on developing learners’ cognitive skills. This cognitive development is based on consciousness-raising being considered a necessary condition for language learning (Schmidt, 1990). From this viewpoint, the study was aimed at how this kind of corpus-based approach contributes to EFL learners’ interlanguage development. To this end, the study examined advanced Korean learners’ acquisition of English determiners via a corpus-based methodology designed to enhance their cognitive ability and skills. To achieve this, the study contrastively analysed two methodologies: traditional structuralist and corpus-based. The former focused on a product-oriented perspective which is commonly used in Korean grammar classes, while the latter focused on a process-oriented perspective which was based on learners’ exploration of corpus data. The study discovers that both methodologies lead learners to raise their consciousness of knowledge about the grammatical rules of language, but the corpus-based methodology also raises learners’ consciousness of the knowledge of how language is used at the level of noticing. This result suggests that this level of consciousness, raised via a process-oriented corpus methodology, can contribute to EFL learners’ interlanguage development.