Integrating controlled corpus data in the classroom

Caroline Rossi (1, 2) , Cécile Frérot (2, 1) , Achille Falaise (3)

1 ILCEA4 - Institut des Langues et Cultures d'Europe, Amérique, Afrique, Asie et Australie
2 UGA [2016-2019] - Université Grenoble Alpes [2016-2019]
3 ICAR - Interactions, Corpus, Apprentissages, Représentations

This paper looks at the alternation of two complex English noun phrases in scientific English, which poses a challenge to French students in the specialised translation classroom. Indeed, no such alternation is observed in French. Starting from a preliminary study of a first series of constructions, we seek confirmation for generalisations about the constructions' preferred context of occurrence in a new sample of highly frequent constructions. We then discuss how the results of those analyses can be integrated in the translation classroom, through a new online tool aimed at raising students' awareness of this contrastive problem and helping them choose one or the other construction according to a set of corpus-based clues.

Mots clés: complex NPs in English; translation teaching; Translation Studies; French-English specialised translation; Corpus Analysis

Domaines: Linguistique

Caroline Rossi, Cécile Frérot, Achille Falaise. Integrating controlled corpus data in the classroom: A case-study of English NPs for French students in specialised translation. Peter Lang. Corpus-based studies on language varieties, 2016, Linguistic Insights. ⟨halshs-01131358v2⟩