Corpora in the translation classroom? No, please, we are students! ‐ Using online resources and corpora in the classroom.

Corpora in the translation classroom? No, please, we are students! Using online resources and corpora in the classroom. Corpora, as we all know, can be extremely useful in the classroom. Teachers can use concordances, keyness and frequencies to create exciting activities. Students can develop awareness and self confidence, autonomy and accuracy in L2. I entirely agree. But most of my students do not. Introducing corpora in the classroom is not an easy task: most of the experiences described by research articles, books and online publications illustrate either advanced and highly motivated students who collect and sometimes annotate their own corpus, or presentations to the classroom of the results of research previously conducted by the teacher. Teachers do not have many chances to include the basics of corpus linguistics in the syllabus of the average L2 classroom And if they do the students’ reaction may not be enthusiastic. The result is that most students are unlikely to acquire the indispensable methodological background and technical skills. The aim of the paper - which draws on my personal experience in teaching university translation courses and on studies in corpus linguistics (J.Sinclair, M.Hoey, A.Partington), data driven learning (Johns and King) and the use of the web both as a corpus (M.Baroni & S.Bernardini, A.Kilgarriff,) and as a resource - is to suggest an approach leading to an inductive discovery of language patterns and usage through activities based on selected online resources which are more familiar to students but can nonetheless gradually develop autonomy and methodological soundness. The presentation will illustrate examples of activities accessible through a Moodle website and used by students with a limited L2 competence to analyse, unravel and translate unfamiliar words, complex linguistic features, ‘exotic’ expressions and texts aiming at using corpora as a means and not as an end.