This book set out to explore links between corpus linguistics and language teaching. We have argued that there are many connections to be made, but that forging the links has to be a two-way process. For corpus linguistics to adequately inform language teaching, teachers need to inform corpus linguists. In order for this to be realised, some form of corpus linguistics should ideally become a core part of teacher education and development. On one level, we have tried to show the application and importance of corpus-based findings for language teaching, but on another level, we have sought to raise teachers' interest in using language corpora themselves to pursue their own inquiries and enhance their professional development. Corpus linguists are interested in finding exciting insights about language, but these are not always relevant or exciting for language teachers. Here we have looked at a wide range of research findings in English corpus linguistics that have brought us forward in our understanding of pedagogy and materials design, but this is by no means an exhaustive treatment. While much has been achieved, it is only the start of the synergy between corpus linguistics and language teaching.

There are many more research questions to be explored which will lead us to insights and applications for language teaching in the future. These research questions need to be driven by teachers, and indeed a more critical response to the findings of corpus linguistics needs to come from teachers.