Learning in Parallel: Using Parallel Corpora to Enhance Written Language Acquisition at the Beginning Level.

Abstract

This article illustrates the pedagogical value of incorporating parallel corpora in foreign language education. It explores the development of a Chinese/English parallel corpus designed specifically for pedagogical application. The corpus tool was created to aid language learners in reading comprehension and writing development by making foreign language texts more accessible to them. The study follows the application of this parallel corpus in two beginning level high school Chinese classes and describes the experience of both instructor and students in implementing this technology. The positive learning outcomes observed through students improvement in comprehension and composition demonstrate the value of parallel corpora both as a pedagogical tool and innovative technology.

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