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Abstract

In this chapter, we want to show the usefulness and value of corpus based teaching/learning for both students and language teachers. The use of a body of scientific writing enables students to familiarise themselves with this new type governed by specific standards. We are looking to see whether corpus learning is used to develop their meta-language skills. This body of scientific writing makes it possible to overcome the problem of intuition, which is characteristic of non-native speakers, and to introduce authentic examples in the language class. Our research focuses on the integration of such a corpus for the teaching of verbal constructions followed by prepositions. Syntactic-semantic analysis provides us with the necessary data on the use of the most common prepositions in scientific writing. We will try to propose a number of pedagogical approaches to integrate the French classroom prepositions based on academic objectives.

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