none 10.1075/scl.122.14joa John Benjamins Publishing Company John Benjamins Publishing Company 1757 185681123 7638685 1420924 202601121255000015 10.1075 2026-01-12T11:56:28Z 2025-11-20T09:35:50Z 0 1388-0373 10.1075/scl https://benjamins.com/ catalog/scl Henry Tyne University of Perpignan Via Domitia https://ror.org/03am2jy38 https://orcid.org/0000-0002-6862-7227 Stefania Spina University for Foreigners of Perugia https://ror.org/047302w76 https://orcid.org/0000-0002-9957-3903 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. 122 11 20 2025 11 20 2025 9789027222282 9789027244765 John Benjamins Publishing Company Amsterdam 10.1075/scl.122 http://www.jbe-platform.com/content/books/9789027244765 https://www.jbe-platform.com/deliver/fulltext/9789027244765.pdf https://www.degruyter.com/document/doi/10.1075/scl.122/html Anna Joan Casademont TÉLUQ University https://ror.org/007y6q934 Carme Bach Serra Húnter Fellow, Universitat Pompeu Fabra https://ror.org/04n0g0b29 https://orcid.org/0000-0003-0425-2953 Èric Viladrich Castellanas Université de Montréal https://ror.org/0161xgx34 Some pedagogical proposals from a corpus‑based analysis Abstract This study presents an analysis of a corpus of short texts written by French-speaking students of Catalan as an additional language. The research showed the frequent occurrence of errors of coherence and cohesion, though frequencies varied somewhat according to the student’s prior knowledge of other languages in writing. These results were the basis for online exercises featuring brief grammatical explanations for each error. The exercises were tested on French-speaking students of intermediate-level Catalan, who also answered an online questionnaire about their perceptions of the exercises as well as their use of first and additional languages. Scores and questionnaire responses together suggest that combining corpus-based error analysis and online exercises anticipating these errors may constitute a feasible and effective methodology to enhance language learning. 11 20 2025 11 20 2025 352 374 10.1075/scl.122.14joa https://benjamins.com/catalog/scl.122.14joa https://www.degruyter.com/document/doi/10.1075/scl.122.14joa/html 10.30827/Digibug.30431 Sintagma Alturo 22 51 2010 La referència en la gramàtica funcional discursiva 10.1080/09658416.2018.1431243 Els connectors reformulatius catalans: Anàlisi i proposta d’aplicació lexicogràfica Bach 2001 10.1177/0267658320941033 10.4324/9781351137904-5 10.1017/S0267190501000101 10.1177/13670069030070010501 10.1007/978-3-319-02325-0 10.1080/09658416.2020.1785481 10.3138/cmlr.31.1.89 Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume Council of Europe 2020 10.1075/scl.92.05dar 10.1075/lllt.48.03deb 10.1075/lllt.29.01deb 10.1002/9781444315783.ch8 10.4324/9780429503986-5 10.1075/lllt.52.01dek The Theory of Functional Grammar Dik 1997 Language Two Dulay 1982 10.4324/9780429503986-4 10.1017/s0272263198323062 10.21832/9781847691767 10.4324/9780203796580 10.1177/0267658310386647 10.14746/strop.2006.33.011 Teaching Academic Writing Ferris 93 2008 Feedback: Issues and options 10.1017/S0272263109990490 10.1016/j.jslw.2012.09.009 10.1111/lang.12437 10.1075/prag.6.2.03fra Journal of Catalan Studies Gagné 1 2023 The challenges of multilingual English speakers learning Catalan as a third or additional language 10.4304/tpls.3.9.1615-1623 10.1080/23247797.2016.1251781 Local vs global errors: Comprehensibility judgment on the speech of Indonesian students by ative speakers Gozali 2018 10.1017/S1366728917000426 10.4324/9781351137904-30 Content Types and Applications H5P 2021 10.1177/003368827600700217 10.1080/14790718.2015.1041960 10.1093/acprof:oso/9780199278107.001.0001 10.1080/17501229.2012.733008 10.1111/modl.12412 10.21832/9781853595547 10.1075/dujal.5.1.04loe 10.1080/14790718.2020.1779726 10.5040/9781350063617 10.2436/10.2500.04.1 Gramàtica bàsica i d'ús de la llengua catalana (GBU) Institut d’Estudis Catalans 2019 10.4324/9781315842912 10.4324/9781315842912 10.1111/j.1540-4781.2008.00718.x Journal of Catalan Studies Joan Casademont 32 2020 Analysis of compositions by B1 level Threshold Francophone learners of Catalan: Typology of errors and correspondences 10.52358/mm.vi12.288 A Functional Discourse Grammar for English Keizer 2015 10.1111/lang.12412 10.1075/lllt.48.02lar 10.4324/9780429503986-11 The Grammar Book: Form, Meaning, and Use for English Language Teachers Larsen-Freeman 2016 10.4324/9781315616797 10.1080/09658416.2020.1737096 10.1017/S0272263197001034 10.1080/09658416.2019.1620756 10.15516/cje.v19i0.2619 10.1177/0267658318809147 10.1016/0378-2166(90)90095-U 10.1515/ling.1991.29.6.1139 10.4324/9781315661001 10.1515/iral.2010.011 10.1177/0267658310386439 10.1017/S136672891300059X SAS Version 9.4 SAS Institute 2020 10.4324/9781351190558 10.1017/CBO9780511611841 10.1177/1367006916655413 10.1075/lllt.52.10spa 10.1080/09658416.2020.1785483 10.1080/01434632.1988.9994334 10.1016/S0166-4115(08)61515-0 10.4324/9781351137904-36 10.1080/14790718.2018.1428328 Actes du Colloque ROC 2021: Solidarités numériques en éducation, une culture en émergence Viladrich Castellanas 2022 Révolution h5p et communauté de pratique en enseignement à distance du Centre de langues de l’Université de Montréal 10.1177/1367006916648859 10.1017/9781009024761.007