In:Applying Corpora in Teaching and Learning Romance Languages
Edited by Henry Tyne and Stefania Spina
[Studies in Corpus Linguistics 122] 2025
► pp. v–vi
Published online: 20 November 2025
https://doi.org/10.1075/scl.122.toc
https://doi.org/10.1075/scl.122.toc
Table of contents
Introduction: Corpora in teaching and learning Romance languages1
Stefania Spina
Henry Tyne
Surveys
Chapter 1.Corpora and the learning and teaching of French and Spanish12
Pascual Pérez-Paredes
Angela Chambers
Chapter 2.Spoken French corpora and listening comprehension: A brief historical and critical survey40
Christian Surcouf
Writing and translation
Chapter 3.Teaching persuasion in Spanish for academic purposes: Mitigation and boosting strategies66
María Luisa Carrió-Pastor
Chapter 4.Crosslinguistic influences and L3/Ln teaching: A corpus-based analysis of L3/Ln Catalan intermediate learners’ errors in writing89
Nancy Gagné
Anna Joan Casademont
Chapter 5.Towards an adjustment of the teaching of writing to the skill
level of writers113
level of writers113
Claire Doquet
Arnaud Moysan
Chapter 6.Patterns of modality and functional equivalence in the language
of contracts: A corpus-based, intra-/interlinguistic, intercultural study for translation professionals and educators132
of contracts: A corpus-based, intra-/interlinguistic, intercultural study for translation professionals and educators132
Viviana Gaballo
Data-driven learning
Chapter 7.Learning one’s own language: Data-driven learning for Italian L1 speakers in LSP classes156
Elisa Corino
Chapter 8.Data-driven learning effects on the development of Italian L2 phraseological competence: The combined role of semantic transparency and frequency180
Luciana Forti
Acquisition
Chapter 9.The frequency of French discourse markers in L2 speech
and the impact of extralinguistic factors206
and the impact of extralinguistic factors206
Delin Deng
Chapter 10.Aligning learning and teaching sequences: Insights from L2 acquisition of Italian word order for didactic interventions229
Andrea Listanti
Jacopo Torregrossa
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 classroom258
for learner responses: A corpus-based study of spoken interaction in the French L2 classroom258
Anne-Marie Bezzina Busuttil
Chapter 12.Exploring the role of corpora in Spanish language teaching: Insights into instructors’ views, practices, and needs294
Mara Fuertes-Gutiérrez
Magdalena Abad Castelló
Rocío Díaz-Bravo
Chapter 13.Integrating language teachers’ voices in the design
and exploitation of Spanish corpora in the UK323
and exploitation of Spanish corpora in the UK323
Pascual Pérez-Paredes
Magdalena Abad Castelló
Chapter 14.Examining coherence and cohesion errors in writing
Catalan as an additional language: Some pedagogical proposals from a corpus-based analysis352
Catalan as an additional language: Some pedagogical proposals from a corpus-based analysis352
Anna Joan Casademont
Carme Bach
Èric Viladrich Castellanas
Chapter 15.Learning to interact with corpora in French as a foreign
language: The example of storytelling375
language: The example of storytelling375
Carmen Alberdi
Virginie André
Carole Etienne
Index
