Discussion of the use of computerized concordancers (computer software packages that enable large quantities of text to be searched for all occurrences of a particular lexical item) focuses on their potential as a tool for students to use in learning a second language. In considering the pedagogical value of such tools, three areas are considered. The first is the capability of the concordancer to scan text and make comparisons, isolate collocations, sort occurrences alphabetically, compile word lists, and count word occurrences. The second is the source of electronic text, its preparation for analysis, and selection of software. Several specific programs are compared. The third area for consideration is the type of activities students might undertake with a concordancer. It is recommended that such activities encourage the student to take control of his own learning through purposeful interaction with texts, with the teacher in the role of facilitator of student-initiated research. Possible activities include comparison of the student's errors in written work with examples from authentic text, analysis of collocations, differences in register, support for composition exercises, and investigation of an author's vocabulary usage patterns. A list of related addresses is included. Contains 35 references. (MSE)