Over the years, educators have proposed a variety of active learning pedagogical approaches that focus on encouraging students to discover for themselves the principles and solutions that will engage them in learning and enhance their educational outcomes. Among these approaches are problem-based, inquiry-based, experiential, and discovery learning, all of which utilize such techniques as group work, hands-on experience, and social interaction to enable students to discover new concepts on their own. In recent years, some researchers have pointed out that these unguided or minimally guided instructional approaches lack adequate empirical evidence to support their efficacy, especially for novice learners (e.g., Kirschner, Sweller, and Clark 2006). However, there is no reason for these active learning approaches to be implemented with insufficient guidance, since many teachers realize that effective learning requires intervention to keep students on task and ensure a clear focus on the course's particular educational objectives. The purpose of this article is to show teachers of English for communicative purposes how guided, corpus-aided discovery teaching can generate their students' active learning. To be successful, this method requires teachers to provide careful guidance while their students research, discover, and reflect on the grammatical and sociolinguistic aspects of English that they are in the process of acquiring.