<![CDATA[Functional grammar teaching approaches that emphasize the relationship between linguistic form, meaning, and context of use are often hindered by a lack of representative, authentic examples. This study aims to examine the effectiveness of using corpus linguistic data in teaching functional grammar and to describe how corpus pedagogy principles can be integrated into classroom practice. Employing a quasi-experimental quantitative approach with a pretest-posttest control group design, the study involved 60 English major students divided into an experimental group (corpus-based instruction) and a control group (conventional textbook-based instruction). Over ten sessions, the experimental group used online corpus interfaces (COCA and LancsBox) to explore functional grammar patterns—including transitivity, theme-rheme, and modality—through data-driven learning (DDL) activities such as noticing, pattern hunting, and guided discovery. The results show that the experimental group significantly outperformed the control group in functional grammar comprehension (p < 0.001) and the ability to analyze grammatical functions in authentic texts (p < 0.001), with a large effect size (ηp² = 0.412). Qualitative findings indicate that the corpus approach enhanced learners' metalinguistic awareness and their ability to generalize patterns from concrete examples to abstract rules. The study concludes that integrating corpus linguistics into functional grammar instruction not only improves theoretical understanding but also equips learners with lifelong language exploration skills. Consequently, curriculum developers need to provide corpus access and train teachers in data-driven pedagogy.]]>
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