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• W2124142738 abstract "0 Building resources for the education of future language mediators is a widely felt need in Europe today. Translation and interpreting schools have experienced a boom in the past two decades (Caminade & Pym, 1995), with the consequent need to adapt language teaching practices and develop translation teaching approaches tuned to these specializations. A number of researchers working in this setting (see, e.g., the collection edited by Aston, 2001) have suggested that an inductive, datadriven (Johns, 1991) approach to learning with the aid of corpora may be effective, motivating, and well tuned to such settings. They have also, however, warned against the risk of adapting pedagogy to technology rather than technology to pedagogy--largely sharing Widdowson's (1984) view that it is the responsibility of applied linguists to consider the criteria for 'an educationally relevant approach to language' and to avoid the uncritical assumption that applied must necessarily be the application of linguistics (p. 19), even corpus linguistics. Recently, multilingual corpora have started to become more widely available, complementing monolingual ones. More costly to build and arguably less relevant to the production of dictionaries and grammars,1 multilingual corpora tend to be smaller than monolingual ones and more difficult to access, both technically (e.g., in the case of parallel, aligned texts, in which each sentence in the original has to be made accessible in parallel with its translation) and legally (copyright problems are doubled). However, institutions in various parts of Europe (e.g., Finland, Germany, Norway, Portugal, and Sweden) have started to set up multilingual corpora for research purposes (to study translation practices and to do contrastive analysis) that can also be used for didactic ones." @default.
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• W2124142738 date "2003-10-01" @default.
• W2124142738 modified "2023-10-14" @default.
• W2124142738 title "Designing a Corpus for Translation and Language Teaching: The CEXI Experience" @default.
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• W2124142738 doi "https://doi.org/10.2307/3588403" @default.
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