This study investigated how the corpus-based teaching approach could enhance L2 acquisition of English infinitive and gerund complements among low English proficiency young Thai learners of English. The students were divided into two groups of 32. One group learned English verbal complements through the corpus approach while the other did through the traditional approach. Data were collected through a pretest, a posttest, and an interview. The pretest results revealed low scores on English verbal complements in both groups and, based on a T-test, there was no significant difference regarding their English verbal complement knowledge. After the treatment, both groups could perform significantly better, p < 0.01. Both teaching approaches were found to have merit. However, the experimental group achieved significantly higher posttest scores ([X-bar] = 7.69) than the control group ([X-bar] = 4.06), p < 0.01, indicating that the corpus approach is more effective than the traditional one. Moreover, the interview data corroborated the statistical results in that the experimental group had positive attitudes towards the corpus approach. This research has implications for both SLA and pedagogy.