Les avantages et les inconvénients de corpus parallèle en classe

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dc.contributor.authorDrobník, Ondřej
dc.contributor.editorMišterová, Ilona
dc.contributor.editorTihelková, Alice
dc.date.accessioned2026-05-12T09:50:25Z
dc.date.available2026-05-12T09:50:25Z
dc.date.issued2026
dc.description.abstract-translatedThis article examines the didactic potential of parallel corpora in foreign language teaching, with a particular focus on their advantages, limitations, and specific characteristics compared to monolingual corpora. While the use of corpora in language education has been well established since the 1970s, most research and pedagogical applications have concentrated on English and monolingual corpora, leaving the potential of parallel corpora (let alone other languages) underexplored. Drawing on both existing studies and the author’s own research, this paper provides a structured overview of how parallel corpora can be effectively integrated into language instruction across different educational levels, from secondary to higher education and adult learning. The first sections introduce the general concept of a corpus and review its core features: authenticity, measurability, and non-selectivity. Subsequent sections discuss the main pedagogical benefits, such as fostering inductive learning, critical thinking, and increased learner motivation through exposure to authentic and contextualized language data. However, the article also highlights several constraints, including the need for technical skills, the time-consuming nature of corpus-based activities, and the limited availability of dedicated didactic corpora, especially for languages other than English. The final part outlines the specific properties of parallel corpora, notably their ability to reveal non-correspondences between languages—a valuable feature for developing learners’ awareness of interlinguistic contrasts. Despite certain drawbacks, the study concludes that parallel corpora can serve as an effective and stimulating supplement to language teaching when appropriately adapted and combined with other resources. The paper calls for further research, including the development of user-friendly sub-corpora and practical materials to facilitate wider adoption in classroom settings.en
dc.format14 s.cs
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.24132/ZCU.PROFILINGUA.2025.9-22
dc.identifier.isbn978-80-261-1366-9
dc.identifier.urihttp://hdl.handle.net/11025/68018
dc.language.isofrfr
dc.publisherZápadočeská univerzita v Plznics
dc.rights© Západočeská univerzita v Plznics
dc.rights.accessopenAccessen
dc.subjectparalelní korpusycs
dc.subjectvýuka jazykůcs
dc.subjectinduktivní učenícs
dc.subjectkorpusová pedagogikacs
dc.subjectinterlingvistické kontrastycs
dc.subject.translatedparallel corporaen
dc.subject.translatedlanguage teachingen
dc.subject.translatedinductive learningen
dc.subject.translatedcorpus-based pedagogyen
dc.subject.translatedinterlinguistic contrastsen
dc.titleLes avantages et les inconvénients de corpus parallèle en classefr
dc.typekonferenční příspěvekcs
dc.typeconferenceObjecten
dc.type.statusPeer revieweden
local.files.count2*
local.files.size267642*
local.has.filesyes*

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