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1、TheInterpreterandTranslatorTrainer3(2),2009,209-24Corpus-basedTranslationActivitiesforLanguageLearnersFEDERICOZANETTINUniversitàdiPerugia,ItalyAbstract.Whileanumberofstudieshavedealtwiththeuseofcorpuslinguisticsresourcesintheeducationoftranslationtrain-ees,andalargebodyofliteratureexistsontheuseo
2、fcorporaforsecondlanguagelearningactivities,therelevanceofcorpus-basedtranslationactivitiesinsecondlanguagelearningsettingshasbeenexploredtoalesserextent.Thispaperarguesthattransla-tioncanbealegitimatetypeofactivityforESLlearnersandthatintegratingcorpusresourcesintosecond-languagewritingandtransl
3、atingmeanssupplementingthetraditionallearninggrammarof“dictionaryitems+combinatoryrules”withanovellearninggrammarof“corpora+rulesforqueryingandanalyz-ingthem”.ExamplesarepresentedfromacourseinEnglishasaforeignlanguagedeliveredtoItalianpostgraduatestudentsofinternationalrelations.Studentswereasked
4、toreviseanMTtranslationofashorttextfromanacademicorjournalisticsourcerelatedtointernationalrelations,andthenwriteanessayexplain-inghowtheyusedcorporaandcorpuslinguisticstechniquestoevaluateandrevisethetranslation.Students’performancevariedbothintermsofthefinaltranslationproducedandinthewayanddegr
5、eetowhichtheyusedcorpusresources,anditappearsthatthestudentswhomostlybenefitedfromthecoursewerethosewhowereabletobothformulatebetterhypothesesandlinguisticqueries,andtoanalyzetheresultsofdifferentcorpusresources.Whilethecoursewasaimedatlanguageratherthantranslationlearners,theresultsalsohaveclear
6、implicationsforthelatter.Keywords:Data-drivenlearning,Translationandlanguageteaching,L2translation,Corpus-basedactivities,PedagogicalusesofMT,JohnSinclair,Italian-Englishtranslation.Thisarticlebeginsbyprovidingthegeneralbackgroundtothestudypresented,addressingtheissueoftranslationinL2teachingandl
7、earning,outliningwhytranslationhasbeenlookeddownuponinthisarea,andwhytheauthorthinksitdoesnotdeservetobe.IthengiveparticularconsiderationtotheISSN:1750-399X©St.JeromePublishing,Manchester210Corpus-basedTranslationActiv
