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In:Applying Corpora in Teaching and Learning Romance Languages
Edited by Henry Tyne and Stefania Spina
[Studies in Corpus Linguistics 122] 2025
► pp. 12–39

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Chapter 1
Corpora and the learning and teaching of French and Spanish

 | University of Murcia
 | University of Limerick
Published online: 20 November 2025
DOI logo with link
https://doi.org/10.1075/scl.122.01per
Abstract
This chapter examines the use of corpora in the teaching and learning of French and Spanish. It reviews research that focuses on potential and actual uses of corpora, and in particular data-driven learning, in the learning and teaching of written and spoken French and Spanish. This reveals some of the main research trends which have emerged in the last three decades, with a particular focus on current research developments. We welcome the emergence of empirical studies which give a voice to both learners and teachers of the two languages and argue that the dearth of this type of research calls for a reevaluation of how researchers and teachers approach corpus-based pedagogy in the context of Romance languages.
Article outline
  • 1.Introduction
  • 2.Corpora and written language
    • 2.1Spanish
      • 2.1.1Spanish language pedagogic and empirical studies
      • 2.1.2Spanish language pedagogical resources and tools
    • 2.2French
      • 2.2.1French language pedagogic and empirical studies
      • 2.2.2French language pedagogic resources and tools
    • 2.3Corpora and written language: Conclusion
  • 3.Corpora and spoken language
    • 3.1Spanish language resources and studies
    • 3.2French language resources and studies
    • 3.3Corpora and spoken language: Conclusion
  • 4.Conclusion
  • Notes
  • References
  • Appendix
References (62)
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