Información General

• Autores: Henry Tyne (coord.), Stefania Spina (coord.)
• Editores: John Benjamins Publishing Company
• Año de publicación: 2025
• País: Países Bajos
• Idioma: inglés
• ISBN: 9789027222282
• Texto completo no disponible (Saber más ...)

Resumen

• 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.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction: Corpora in teaching and learning Romance languages

    Stefania Spina, Henry Tyne

    págs. 1-9

    

  • Surveys

    • Corpora and the learning and teaching of French and Spanish

      Pascual F. Pérez Paredes, Angela Chambers

      págs. 12-39

      

    • Spoken french corpora and listening comprehension

      Christian SURCOUF

      págs. 40-64

      

  • Writing and translation

    • Teaching persuasion in spanish for academic purposes: mitigation and boosting strategies

      María Luisa Carrió Pastor

      págs. 66-88

      

    • Crosslinguistic influences and L3/Ln teaching: A corpus-based analysis of L3/Ln catalan intermediate learners’ errors in writing

      Nancy Gagné, Anna Joan Casademont

      págs. 89-112

      

    • Towards an adjustment of the teaching of writing to the skill level of writers

      Claire Doquet-Lacoste, Arnaud Moysan

      págs. 113-131

      

    • Patterns of modality and functional equivalence in the language of contracts: a corpus-based, intra-/interlinguistic, intercultural study for translation professionals and educators

      Viviana Gaballo

      págs. 132-153

      

  • Data-driven learning

    • Learning one’s own language: data-driven learning for italian L1 speakers in LSP classes

      Elisa Corino

      págs. 156-179

      

    • Data-driven learning effects on the development of italian L2 phraseological competence: the combined role of semantic transparency and frequency

      Luciana Forti

      págs. 180-204

      

  • Acquisition

    • The frequency of french discourse markers in L2 speech and the impact of extralinguistic factors

      Delin Deng

      págs. 206-228

      

    • Aligning learning and teaching sequences: insights from L2 acquisition of italian word order for didactic interventions

      Andrea Listanti, Jacopo Torregrossa

      págs. 229-255

      

  • Teaching, teaching materials and classroom practice

    • Teachers’ questioning strategies and their implications for learner responses: a corpus-based study of spoken interaction in the French L2 classroom

      Anne-Marie Bezzina

      págs. 258-293

      

    • Exploring the role of corpora in Spanish Language Teaching (SLT): insights into instructors’ views, practices, and needs

      Mara Fuertes Gutiérrez, Magdalena Abad Castelló, Rocío Díaz Bravo

      págs. 294-322

      

    • Integrating language teachers’ voices in the design and exploitation of spanish corpora in the UK

      Pascual F. Pérez Paredes, Magdalena Abad Castelló

      págs. 323-351

      

    • Examining coherence and cohesion errors in writing catalan as an additional language: some pedagogical proposals from a corpus‑based analysis

      Anna Joan Casademont, Carme Bach, Èric Vilardrich i Castellanas

      págs. 354-374

      

    • Learning to interact with corpora in french as a foreign language: the example of storytelling

      Carmen Alberdi Urquizu, Virginie André, Carole Etienne

      págs. 375-402