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Chapter 3. Corpora for translator education and translation practice 47Table 4. The MeLLANGE Corpora for translation courseUnitContents1 Overview Introduction: why use corpora?Corpus use to understand a source textCorpus use to explore a text typeCorpus use to produce a translationComparable corporaParallel corpora2 Consulting corpora BasicAdvanced3 Building your own corpus To learn more about a text topicTo produce or revise a translation4 Encoding corpora IntroductionStructural mark-up and meta-dataLinguistic annotation (manual and automatic)Querying annotated corporaAlignment5 Applications: Term extraction ManualAutomatic4. Learning about corpora, learning with corporaAs part of the MeLLANGE project, e-learning materials were developed that aimto familiarise students and professionals with the use of corpora for translation. 4The aim is to cater for a double audience: highly motivated professionals, who cantake the courses as fully autonomous e-learning sessions, and students of translationat undergraduate and post-graduate level, for whom we can hypothesisesome class contact and some form of blended learning. In the latter scenario, thematerials provide a repertory of learning contents, as well as ideas, activities, toolsand corpus resources that teachers can either pick and choose from, or take as ablock, simply adapting and complementing them with, e.g., assignments, forumpostings, one-to-one and class-wide feedback, as well as face-to-face monitoringsessions. The contents of the course in its self-standing mode are summarisedin Table 4.Without attempting a thorough analysis, three points should be made. Firstof all, the teaching units are task-based: they centre on translation problemsthat learners have to solve through “processes of inference, deduction, practical4. Materials relating to TM technology were also developed, which are not discussed here.Further information is available from http://mellange.eila.univ-paris-diderot.fr/public_doc.en.shtml#courses