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Applying Corpora in Teaching and Learning Romance Languages
Applying Corpora in Teaching and Learning Romance Languages is the first major volume dedicated to the use of corpora in teaching and learning Romance languages. Covering four Mediterranean Romance languages – French, Italian, Spanish, and Catalan – the volume provides a thematically structured exploration of applying corpora, with sections on spoken language, writing and translation, data-driven learning, acquisition, and classroom practice. The chapters making up the volume engage critically with both historical issues and contemporary methodologies, serving to illustrate how corpora can enhance language teaching and student engagement. With its broad scope and range of insightful research findings, this volume lays the foundations for further research in applying corpus linguistics to Romance languages. A must-read for researchers and teachers wishing to engage with corpus use in the teaching and learning of Romance languages.
[Studies in Corpus Linguistics, 122] 2025. vi, 406 pp.
Publishing status: Available
Published online on 20 November 2025
Published online on 20 November 2025
© John Benjamins
Table of Contents
- Introduction: Corpora in teaching and learning Romance languagesStefania Spina and Henry Tyne | pp. 1–9
- Surveys
- Chapter 1. Corpora and the learning and teaching of French and SpanishPascual Pérez-Paredes and Angela Chambers | pp. 12–39
- Chapter 2. Spoken French corpora and listening comprehension: A brief historical and critical surveyChristian Surcouf | pp. 40–64
- Writing and translation
- Chapter 3. Teaching persuasion in Spanish for academic purposes: Mitigation and boosting strategiesMaría Luisa Carrió-Pastor | pp. 66–88
- Chapter 4. Crosslinguistic influences and L3/Ln teaching: A corpus-based analysis of L3/Ln Catalan intermediate learners’ errors in writingNancy Gagné and Anna Joan Casademont | pp. 89–112
- Chapter 5. Towards an adjustment of the teaching of writing to the skill level of writersClaire Doquet and Arnaud Moysan | pp. 113–131
- Chapter 6. Patterns of modality and functional equivalence in the language of contracts: A corpus-based, intra-/interlinguistic, intercultural study for translation professionals and educatorsViviana Gaballo | pp. 132–153
- Data-driven learning
- Chapter 7. Learning one’s own language: Data-driven learning for Italian L1 speakers in LSP classesElisa Corino | pp. 156–179
- Chapter 8. Data-driven learning effects on the development of Italian L2 phraseological competence: The combined role of semantic transparency and frequencyLuciana Forti | pp. 180–204
- Acquisition
- Chapter 9. The frequency of French discourse markers in L2 speech and the impact of extralinguistic factorsDelin Deng | pp. 206–228
- Chapter 10. Aligning learning and teaching sequences: Insights from L2 acquisition of Italian word order for didactic interventionsAndrea Listanti and Jacopo Torregrossa | pp. 229–255
- Teaching, teaching materials and classroom practice
- Chapter 11. Teachers’ questioning strategies and their implications for learner responses: A corpus-based study of spoken interaction in the French L2 classroomAnne-Marie Bezzina Busuttil | pp. 258–293
- Chapter 12. Exploring the role of corpora in Spanish Language Teaching (SLT): Insights into instructors’ views, practices, and needsMara Fuertes Gutiérrez, Magdalena Abad Castelló and Rocío Díaz Bravo | pp. 294–322
- Chapter 13. Integrating language teachers’ voices in the design and exploitation of Spanish corpora in the UKPascual Pérez-Paredes and Magdalena Abad Castelló | pp. 323–351
- Chapter 14. Examining coherence and cohesion errors in writing Catalan as an additional language: Some pedagogical proposals from a corpus‑based analysisAnna Joan Casademont, Carme Bach and Èric Viladrich Castellanas | pp. 352–374
- Chapter 15. Learning to interact with corpora in French as a foreign language: The example of storytellingCarmen Alberdi, Virginie André and Carole Etienne | pp. 375–402
- Index | pp. 403–406