595031282 03 01 01 JB John Benjamins Publishing Company 01 JB code SCL 129 Eb 15 9789027243218 06 10.1075/scl.129 DG 002 02 01 SCL 02 1388-0373 Studies in Corpus Linguistics 129 01 scl.129 01 https://benjamins.com 02 https://benjamins.com/catalog/scl.129 1 B01 Irene Doval Doval, Irene Irene Doval University of Santiago de Compostela 2 B01 M. Teresa Sánchez Nieto Sánchez Nieto, M. Teresa M. Teresa Sánchez Nieto University of Valladolid 01 eng 340 vi 326 + index LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.CORP Corpus linguistics 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.ROM Romance linguistics 24 JB Subject Scheme TRAN.TRANSL Translation Studies 06 01 This volume assesses the state of the art of parallel corpus research in the era of Artificial Intelligence, reporting on the development and exploitation of the <strong>Parallel Corpora of Spanish (PaCorES)</strong> collection, which comprises bidirectional, balanced resources bridging Spanish with German, English, and Chinese. The volume addresses core methodological issues—such as corpus design, annotation, retrieval, and the alignment of typologically distant languages—positioning these resources as a strategic benchmark for both descriptive linguistics and technological applications. The volume is structurally divided into two main thematic sections. The first section explores the role of parallel corpora in foreign language learning and translator training, focusing on Data-Driven Learning (DDL), linguistic awareness, and the development of translation competence. The second section brings together empirical studies within contrastive linguistics and translation studies, examining cross-linguistic asymmetries, semantic correspondences, and translator behavior through authentic textual data. The volume will be of interest to scholars in contrastive linguistics, translation studies, translator education, second language pedagogy, and critical AI literacy. 04 09 01 https://benjamins.com/covers/475/scl.129.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027237835.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027237835.tif 06 09 01 https://benjamins.com/covers/1200_front/scl.129.hb.png 07 09 01 https://benjamins.com/covers/125/scl.129.png 25 09 01 https://benjamins.com/covers/1200_back/scl.129.hb.png 27 09 01 https://benjamins.com/covers/3d_web/scl.129.hb.png 10 01 JB code scl.129.prelim i iv 4 Prelim pages -1 10 01 JB code scl.129.toc v vi 2 Table of contents 0 10 01 JB code scl.129.01san 1 14 14 Chapter 1 1 A01 M. Teresa Sánchez Nieto Sánchez Nieto, M. Teresa M. Teresa Sánchez Nieto 2 A01 Irene Doval Doval, Irene Irene Doval 10 01 JB code scl.129.02dov 16 40 25 Chapter 2 1 A01 Irene Doval Doval, Irene Irene Doval University of Santiago de Compostela 2 A01 Xiaomeng Wang Wang, Xiaomeng Xiaomeng Wang University of Barcelona 20 Chinese 20 corpus-based translation studies 20 literary corpus 20 PaCheS corpus 20 parallel corpus 20 sentence alignment 20 typologically distant languages 01 Parallel corpora are a key resource for contrastive linguistics, translation studies, and natural language processing. However, for the Chinese–Spanish language pair, existing resources are often scattered and poorly integrated, domain-specific, or rely on English as a pivot language, introducing structural and stylistic biases. This paper presents the Chinese–Spanish Parallel Corpus (PaCheS), a multifunctional bilingual resource designed to address these limitations. The core of PaCheS consists of approximately 15 million words from 49 contemporary literary works, ensuring high-quality, direct human translations with balanced bidirectionality. To ensure high precision in the alignment despite the structural distance between the two languages, the corpus employs a two-stage alignment workflow: automatic alignment using Bertalign followed by semantic validation via LaBSE embeddings and manual revision. Additionally, the resource is supplemented by over 2 million bisegments from institutional and web-mined sources which have undergone rigorous filtering and normalization. All materials are accessible via a web interface which supports metadata filtering and advanced queries, making PaCheS a valuable resource for research, translation, and language learning. 10 01 JB code scl.129.p1 41 1 Section header 3 10 01 JB code scl.129.03lan 42 62 21 Chapter 4 1 A01 Michael Lang Lang, Michael Michael Lang University of Santiago de Compostela 20 computer assisted language learning 20 data-driven learning 20 English as a foreign language 20 PaEnS corpus 20 parallel corpus 20 second language acquisition 01 This chapter explores the potential of parallel corpora in the language-learning classroom within the context of Data-Driven Learning (DDL), a student-centered approach to language learning that involves the use of electronic corpora or corpus-based materials. We detail two use cases of the English-Spanish Parallel Corpus, PaEnS, for Spanish-speaking learners of English with the aim of showcasing the potential of parallel corpora in language pedagogy. Both use cases center on the verb <i>try.</i> The first explores how students can study the lexico-grammatical variation between <i>try and</i> and <i>try to</i> to better understand its use and limitations, while the second presents a phonological use case, the reduction of <i>trying to</i> to <i>tryna</i>. For both cases, learning objectives and previous knowledge are stated, followed by a series of structured exercises involving corpus exploration and questions aimed at inducing discovery learning. 10 01 JB code scl.129.04lop 63 86 24 Chapter 5 1 A01 Sidoní López Pérez López Pérez, Sidoní Sidoní López Pérez Universidad Internacional de La Rioja 20 English as a Foreign Language 20 English idioms 20 language teaching and learning 20 PaEnS corpus 20 parallel corpora 20 Spanish learners 20 translation analysis 01 This research presents a pedagogical proposal that integrates the English-Spanish parallel corpus (PaEnS) into the teaching of English idioms related to feelings and emotions. After a brief overview of the role of parallel corpora in foreign language teaching and learning, and a look at the definition, classification, and usefulness of English idioms as well as their challenges in translation, the present chapter outlines four context-based, data-driven tasks. Specifically, the tasks involve guessing the meaning of the idioms from context, corpus exploration, idiom classification, and translation analysis. Additionally, the research aims to (1) explore how selected English idiomatic expressions are translated into Spanish in the corpus, and (2) identify cross-linguistic patterns and translation strategies that can enhance learners’ understanding of figurative expressions. 10 01 JB code scl.129.05ale 87 109 23 Chapter 6 1 A01 Leyre Alejaldre-Biel Alejaldre-Biel, Leyre Leyre Alejaldre-Biel Columbia University 20 corpus-based learning 20 learner autonomy 20 PaEnS corpus 20 parallel corpora 20 Spanish language learning 20 technology-enhanced learning 01 Technology-enhanced approaches are increasingly enriching Spanish teaching and learning, providing access to authentic language and supporting linguistic development. This study examines university students’ perceptions of the PaEnS corpus as a resource for meaningful, autonomous learning. Corpus-based classroom tasks were implemented, followed by a Likert-scale survey evaluating their perceived usefulness. Semi-structured interviews were then conducted to obtain qualitative evidence, which was triangulated with activity outcomes and survey results. Findings indicate that corpus consultation promotes reflection on meaning, vocabulary growth, and context-sensitive translation, although time demands and an initial learning curve persist. Overall, the study assesses the extent to which the PaEnS corpus enriches Spanish pedagogy by fostering learner autonomy, deeper engagement, and more durable learning across tasks. 10 01 JB code scl.129.06san 110 135 26 Chapter 7 1 A01 M. Teresa Sánchez Nieto Sánchez Nieto, M. Teresa M. Teresa Sánchez Nieto University of Valladolid 20 appraisal 20 critical metaphor analysis 20 linguistic awareness 20 PaGeS corpus 20 translation between German and Spanish 20 translator training 01 This chapter explores how the German-Spanish Parallel Corpus (PaGeS) can be integrated into translator training to foster linguistic awareness through critical metaphor analysis and Appraisal Theory. It presents two progressive tasks designed for Spanish-speaking students of German in a specialized business translation course. The first task focuses on identifying metaphors and evaluating attitudinal polarity; the second examines metaphors as a rhetorical device for ideological positioning. The chapter situates these activities within a functional, task-based pedagogical framework and highlights the usability of PaGeS for autonomous student work. It contributes to ongoing discussions on metaphor in t translator training and the evolving role of human translators in the age of AI. 10 01 JB code scl.129.07san 136 159 24 Chapter 8 1 A01 Zuriñe Sanz-Villar Sanz-Villar, Zuriñe Zuriñe Sanz-Villar University of the Basque Country (UPV/EHU) 2 A01 Aitziber Elejalde Elejalde, Aitziber Aitziber Elejalde University of the Basque Country (UPV/EHU) 20 PaGeS corpus 20 parallel corpora 20 think-aloud protocol 20 translation between German and Spanish 20 translation trainees 20 translator training 01 Translation students now have more resources at their disposal than ever. Of the many tools available to them, corpora can be particularly valuable, since they provide direct answers to translation problems; however, students frequently fail to make use of them. The purpose of this study was to examine how ten students from the University of the Basque Country interacted with the German-Spanish Parallel Corpus (PaGeS). In an experiment, we made audio recordings of the students’ verbalizations and videos of their computer monitors during a translation task. It can be concluded from our study that there was a predominance of basic searches, suggesting that students were not taking full advantage of the corpus’s potential. This may be due to a preference for other resources or insufficient exposure to the corpus itself. 10 01 JB code scl.129.08jim 160 182 23 Chapter 9 1 A01 Tomás Jiménez Juliá Juliá, Tomás Jiménez Tomás Jiménez Juliá University of Santiago de Compostela 20 English-Spanish contrast 20 PaEnS corpus 20 parallel corpora 20 second-language teaching 20 teaching prepositions 20 teaching strategies 01 This chapter demonstrates how parallel corpora, specifically the English–Spanish Parallel Corpus (PaEnS), can support the teaching of English prepositions to Spanish-speaking English language learners. More specifically, the chapter addresses the different English translations of the Spanish preposition <i>en</i> and, conversely, the use of the English prepositions <i>in, on</i>, and <i>at</i>, which have no single equivalents in Spanish. Drawing on authentic corpus data, the study illustrates how real language examples enhance learners’ understanding of prepositional variation and usage. The findings suggest that corpus-based approaches provide richer and more effective input than traditional teaching materials, particularly in second-language instruction contexts. 10 01 JB code scl.129.09ser 183 202 20 Chapter 10 1 A01 Inmaculada Serón-Ordóñez Serón-Ordóñez, Inmaculada Inmaculada Serón-Ordóñez Universidad Pablo de Olavide 20 English preposition in 20 PaEnS corpus 20 Spanish prepositions en and de 20 syntactic anglicisms in Spanish 20 translator training 01 Translation students tend to translate the English preposition <i>in</i> as the Spanish preposition <i>en</i> in contexts where Spanish would require another very common Spanish preposition: <i>de</i>. This study aims to clarify when <i>in</i> should be translated as <i>de</i> in order to avoid calques. To this end, it analyzes the presented translation problem from a grammatical perspective, proposing an explanation. Prepositional phrases modifying nouns usually require <i>de</i> in Spanish for full idiomaticity, albeit it should be noted that there are exceptions. This study concludes by proposing a pedagogical approach to enhance students’ understanding based on the freely accessible parallel corpus PaEnS. 10 01 JB code scl.129.10fay 203 224 22 Chapter 11 1 A01 Goretti Faya Ornia Faya Ornia, Goretti Goretti Faya Ornia University of Valladolid 2 A01 Patricia Rodríguez-Inés Rodríguez-Inés, Patricia Patricia Rodríguez-Inés Autonomous University of Barcelona 20 audiovisual translation 20 contrastive analysis 20 MedCor 20 medical translation 20 PaEnS 20 parallel corpus 20 translator training 01 MedCor is a manually aligned English-Spanish parallel corpus of medical fiction, recently integrated into PaEnS. This contribution explores its potential applications for translator training and contrastive linguistic analysis. Drawing on real examples from TV series, we illustrate how MedCor enables the observation of lexical, grammatical and pragmatic features typical of medical discourse and their translation. Particular attention is paid to emotionally charged language, idioms, and modal verbs. Overall, the findings show that MedCor constitutes a valuable resource for analyzing translational patterns and supporting research, teaching and professional practice in medical translation. 10 01 JB code scl.129.p2 225 1 Section header 12 10 01 JB code scl.129.11szu 226 244 19 Chapter 13 1 A01 Irene Szumlakowski Morodo Szumlakowski Morodo, Irene Irene Szumlakowski Morodo Universidad Complutense de Madrid 20 manner of motion 20 motion event typology 20 PaGeS corpus 20 parallel corpora 20 satellites 20 verbs of motion 01 This article examines German and Spanish motion verbs regarding the features of &#60;speed&#62; and &#60;noise&#62;, such as German <i>sausen, flitzen,</i> and <i>poltern</i>, and Spanish <i>correr, salir pitando</i>, and <i>salir zumbando</i>. Within Talmy’s (2000) typology of motion events, the study uses the German–Spanish Parallel Corpus (PaGeS) to analyze how these typological differences are reflected in translation and whether they reflect both features. The results validate the hypotheses: expressing &#60;speed&#62; and &#60;noise&#62; via satellites is more frequent in Spanish, whereas German possesses a wider range of verbs that encode &#60;speed&#62; and &#60;noise&#62; and can add directional complements to express motion. The analysis also reveals differences in translation strategies, particularly regarding the preservation or omission of these features, in line with typological differences between the two languages. 10 01 JB code scl.129.12mol 245 266 22 Chapter 14 1 A01 Teresa Molés-Cases Molés-Cases, Teresa Teresa Molés-Cases Politechnic University of Valencia — UPV 20 cognitive translation studies 20 corpus linguistics 20 manner-of-looking 20 narrative texts 20 PaGeS corpus 20 visual perception 01 This contribution examines the translation of visual perception events in a German–Spanish parallel corpus of narrative texts. Compared to the phenomena of manner-of-motion and manner-of-speaking, manner-of-looking remains largely unexplored in the “thinking-for-translating” hypothesis. The starting point of this corpus-based study is Snell-Hornby’s (1983) list of German verbs of facial expression and Rojo and Valenzuela’s (2000) translation strategies identified in a previous study on the translation of verbs of vision. After comparing the resulting data with findings from comparable studies dealing with the frames of motion, communication, and vision, the study concludes that translators’ behaviors differ depending on the frame: while manner-of-motion and manner-of-looking are often omitted in German–Spanish translations, manner-of-speaking is usually translated, or even added. 10 01 JB code scl.129.13sch 267 286 20 Chapter 15 1 A01 Astrid Schmidhofer Schmidhofer, Astrid Astrid Schmidhofer University of Innsbruck 2 A01 Jesús Manuel Millán Vidal Millán Vidal, Jesús Manuel Jesús Manuel Millán Vidal University of Innsbruck 20 contrastive translation studies 20 modal verbs 20 mutual correspondence 20 PaGeS corpus 20 parallel corpora 20 parallel corpus German-Spanish 20 translation bias 01 This chapter examines the relationship between the German modal verb <i>sollen</i> and the Spanish verb <i>deber</i> through a corpus-based analysis of mutual correspondence (MC) and translation bias (TB). Using a dataset of 200 aligned sentences from the German–Spanish Parallel Corpus (PaGeS), it analyzes the extent to which both verbs function as translation equivalents and assesses the adequacy of the selected translations. The results show a moderate degree of intertranslatability, but also a clear asymmetry between the two translation directions. While <i>sollen</i> is frequently rendered as <i>deber</i>, this solution is not always accurate or idiomatic in Spanish. The findings have implications for contrastive analysis, translation practice, and translator training. 10 01 JB code scl.129.14cab 287 305 19 Chapter 16 1 A01 María Pascual Cabrerizo Pascual Cabrerizo, María María Pascual Cabrerizo University of Valladolid 20 beverages 20 culture-specific items 20 literary translation 20 PaEnS corpus 20 parallel corpora 20 translation strategies 01 How are beverage-related terms rendered in English–Spanish translations? Do they tend to trigger cultural adaptation or lexical stability? Using the open-access English–Spanish Parallel Corpus (PaEnS), this study queries a seed list of beverage terms and examines their aligned translations through a primarily qualitative analysis. The retrieved data (predominantly fiction) show two main tendencies: highly globalized drinks (e.g., <i>coffee, tea, beer, wine</i>) are usually translated through stable one-to-one correspondences, whereas culture-specific items (e.g., <i>eggnog, mate, horchata, guarapo</i>) more often prompt borrowing, explicitation, or light adaptation. Brand names are typically retained when internationally recognizable but are more frequently neutralized when local. Overall, the findings support a model of calibrated minimalism shaped by text type and communicative function. 10 01 JB code scl.129.15ost 306 326 21 Chapter 17 1 A01 Ulrike Oster Oster, Ulrike Ulrike Oster University Jaume I 20 anger 20 COVALT corpus 20 emotion words 20 Gravitational Pull Hypothesis 20 PaGeS corpus 20 translation 20 translationese 01 This paper examines the category of anger words in Spanish texts translated from German, compared to original Spanish literary texts. Drawing on Halverson’s (2017) Gravitational Pull Hypothesis (GPH) it predicts the overuse or underuse of specific anger words in the translated texts and evaluates these predictions using the PaGeS corpus. The findings confirm that the salience of source and target language items, as well as the connectivity between them, are reliable predictors of tendencies in translations. Specifically, the word families of <i>ira, furia, enojo</i>, and <i>indignación</i> are overrepresented in the translated texts, while <i>rabia, cólera, cabreo, molestia, fastidio</i>, and <i>disgust</i> are underrepresented. The study further identifies word class as an additional conditioning factor, suggesting that the principles of the GPH operate both on the semantic and the structural level. 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2026 20261215 2026 John Benjamins B.V. 02 WORLD 13 15 9789027237835 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 10 20261215 01 00 130.00 EUR R 01 00 109.00 GBP Z 01 gen 00 169.00 USD S 329031281 03 01 01 JB John Benjamins Publishing Company 01 JB code SCL 129 Hb 15 9789027237835 BB 01 SCL 02 1388-0373 Studies in Corpus Linguistics 129 01 scl.129 01 https://benjamins.com 02 https://benjamins.com/catalog/scl.129 1 B01 Irene Doval Doval, Irene Irene Doval University of Santiago de Compostela 2 B01 M. Teresa Sánchez Nieto Sánchez Nieto, M. Teresa M. Teresa Sánchez Nieto University of Valladolid 01 eng 340 vi 326 + index LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.CORP Corpus linguistics 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.ROM Romance linguistics 24 JB Subject Scheme TRAN.TRANSL Translation Studies 06 01 This volume assesses the state of the art of parallel corpus research in the era of Artificial Intelligence, reporting on the development and exploitation of the <strong>Parallel Corpora of Spanish (PaCorES)</strong> collection, which comprises bidirectional, balanced resources bridging Spanish with German, English, and Chinese. The volume addresses core methodological issues—such as corpus design, annotation, retrieval, and the alignment of typologically distant languages—positioning these resources as a strategic benchmark for both descriptive linguistics and technological applications. The volume is structurally divided into two main thematic sections. The first section explores the role of parallel corpora in foreign language learning and translator training, focusing on Data-Driven Learning (DDL), linguistic awareness, and the development of translation competence. The second section brings together empirical studies within contrastive linguistics and translation studies, examining cross-linguistic asymmetries, semantic correspondences, and translator behavior through authentic textual data. The volume will be of interest to scholars in contrastive linguistics, translation studies, translator education, second language pedagogy, and critical AI literacy. 04 09 01 https://benjamins.com/covers/475/scl.129.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027237835.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027237835.tif 06 09 01 https://benjamins.com/covers/1200_front/scl.129.hb.png 07 09 01 https://benjamins.com/covers/125/scl.129.png 25 09 01 https://benjamins.com/covers/1200_back/scl.129.hb.png 27 09 01 https://benjamins.com/covers/3d_web/scl.129.hb.png 10 01 JB code scl.129.prelim i iv 4 Prelim pages -1 10 01 JB code scl.129.toc v vi 2 Table of contents 0 10 01 JB code scl.129.01san 1 14 14 Chapter 1 1 A01 M. Teresa Sánchez Nieto Sánchez Nieto, M. Teresa M. Teresa Sánchez Nieto 2 A01 Irene Doval Doval, Irene Irene Doval 10 01 JB code scl.129.02dov 16 40 25 Chapter 2 1 A01 Irene Doval Doval, Irene Irene Doval University of Santiago de Compostela 2 A01 Xiaomeng Wang Wang, Xiaomeng Xiaomeng Wang University of Barcelona 20 Chinese 20 corpus-based translation studies 20 literary corpus 20 PaCheS corpus 20 parallel corpus 20 sentence alignment 20 typologically distant languages 01 Parallel corpora are a key resource for contrastive linguistics, translation studies, and natural language processing. However, for the Chinese–Spanish language pair, existing resources are often scattered and poorly integrated, domain-specific, or rely on English as a pivot language, introducing structural and stylistic biases. This paper presents the Chinese–Spanish Parallel Corpus (PaCheS), a multifunctional bilingual resource designed to address these limitations. The core of PaCheS consists of approximately 15 million words from 49 contemporary literary works, ensuring high-quality, direct human translations with balanced bidirectionality. To ensure high precision in the alignment despite the structural distance between the two languages, the corpus employs a two-stage alignment workflow: automatic alignment using Bertalign followed by semantic validation via LaBSE embeddings and manual revision. Additionally, the resource is supplemented by over 2 million bisegments from institutional and web-mined sources which have undergone rigorous filtering and normalization. All materials are accessible via a web interface which supports metadata filtering and advanced queries, making PaCheS a valuable resource for research, translation, and language learning. 10 01 JB code scl.129.p1 41 1 Section header 3 10 01 JB code scl.129.03lan 42 62 21 Chapter 4 1 A01 Michael Lang Lang, Michael Michael Lang University of Santiago de Compostela 20 computer assisted language learning 20 data-driven learning 20 English as a foreign language 20 PaEnS corpus 20 parallel corpus 20 second language acquisition 01 This chapter explores the potential of parallel corpora in the language-learning classroom within the context of Data-Driven Learning (DDL), a student-centered approach to language learning that involves the use of electronic corpora or corpus-based materials. We detail two use cases of the English-Spanish Parallel Corpus, PaEnS, for Spanish-speaking learners of English with the aim of showcasing the potential of parallel corpora in language pedagogy. Both use cases center on the verb <i>try.</i> The first explores how students can study the lexico-grammatical variation between <i>try and</i> and <i>try to</i> to better understand its use and limitations, while the second presents a phonological use case, the reduction of <i>trying to</i> to <i>tryna</i>. For both cases, learning objectives and previous knowledge are stated, followed by a series of structured exercises involving corpus exploration and questions aimed at inducing discovery learning. 10 01 JB code scl.129.04lop 63 86 24 Chapter 5 1 A01 Sidoní López Pérez López Pérez, Sidoní Sidoní López Pérez Universidad Internacional de La Rioja 20 English as a Foreign Language 20 English idioms 20 language teaching and learning 20 PaEnS corpus 20 parallel corpora 20 Spanish learners 20 translation analysis 01 This research presents a pedagogical proposal that integrates the English-Spanish parallel corpus (PaEnS) into the teaching of English idioms related to feelings and emotions. After a brief overview of the role of parallel corpora in foreign language teaching and learning, and a look at the definition, classification, and usefulness of English idioms as well as their challenges in translation, the present chapter outlines four context-based, data-driven tasks. Specifically, the tasks involve guessing the meaning of the idioms from context, corpus exploration, idiom classification, and translation analysis. Additionally, the research aims to (1) explore how selected English idiomatic expressions are translated into Spanish in the corpus, and (2) identify cross-linguistic patterns and translation strategies that can enhance learners’ understanding of figurative expressions. 10 01 JB code scl.129.05ale 87 109 23 Chapter 6 1 A01 Leyre Alejaldre-Biel Alejaldre-Biel, Leyre Leyre Alejaldre-Biel Columbia University 20 corpus-based learning 20 learner autonomy 20 PaEnS corpus 20 parallel corpora 20 Spanish language learning 20 technology-enhanced learning 01 Technology-enhanced approaches are increasingly enriching Spanish teaching and learning, providing access to authentic language and supporting linguistic development. This study examines university students’ perceptions of the PaEnS corpus as a resource for meaningful, autonomous learning. Corpus-based classroom tasks were implemented, followed by a Likert-scale survey evaluating their perceived usefulness. Semi-structured interviews were then conducted to obtain qualitative evidence, which was triangulated with activity outcomes and survey results. Findings indicate that corpus consultation promotes reflection on meaning, vocabulary growth, and context-sensitive translation, although time demands and an initial learning curve persist. Overall, the study assesses the extent to which the PaEnS corpus enriches Spanish pedagogy by fostering learner autonomy, deeper engagement, and more durable learning across tasks. 10 01 JB code scl.129.06san 110 135 26 Chapter 7 1 A01 M. Teresa Sánchez Nieto Sánchez Nieto, M. Teresa M. Teresa Sánchez Nieto University of Valladolid 20 appraisal 20 critical metaphor analysis 20 linguistic awareness 20 PaGeS corpus 20 translation between German and Spanish 20 translator training 01 This chapter explores how the German-Spanish Parallel Corpus (PaGeS) can be integrated into translator training to foster linguistic awareness through critical metaphor analysis and Appraisal Theory. It presents two progressive tasks designed for Spanish-speaking students of German in a specialized business translation course. The first task focuses on identifying metaphors and evaluating attitudinal polarity; the second examines metaphors as a rhetorical device for ideological positioning. The chapter situates these activities within a functional, task-based pedagogical framework and highlights the usability of PaGeS for autonomous student work. It contributes to ongoing discussions on metaphor in t translator training and the evolving role of human translators in the age of AI. 10 01 JB code scl.129.07san 136 159 24 Chapter 8 1 A01 Zuriñe Sanz-Villar Sanz-Villar, Zuriñe Zuriñe Sanz-Villar University of the Basque Country (UPV/EHU) 2 A01 Aitziber Elejalde Elejalde, Aitziber Aitziber Elejalde University of the Basque Country (UPV/EHU) 20 PaGeS corpus 20 parallel corpora 20 think-aloud protocol 20 translation between German and Spanish 20 translation trainees 20 translator training 01 Translation students now have more resources at their disposal than ever. Of the many tools available to them, corpora can be particularly valuable, since they provide direct answers to translation problems; however, students frequently fail to make use of them. The purpose of this study was to examine how ten students from the University of the Basque Country interacted with the German-Spanish Parallel Corpus (PaGeS). In an experiment, we made audio recordings of the students’ verbalizations and videos of their computer monitors during a translation task. It can be concluded from our study that there was a predominance of basic searches, suggesting that students were not taking full advantage of the corpus’s potential. This may be due to a preference for other resources or insufficient exposure to the corpus itself. 10 01 JB code scl.129.08jim 160 182 23 Chapter 9 1 A01 Tomás Jiménez Juliá Juliá, Tomás Jiménez Tomás Jiménez Juliá University of Santiago de Compostela 20 English-Spanish contrast 20 PaEnS corpus 20 parallel corpora 20 second-language teaching 20 teaching prepositions 20 teaching strategies 01 This chapter demonstrates how parallel corpora, specifically the English–Spanish Parallel Corpus (PaEnS), can support the teaching of English prepositions to Spanish-speaking English language learners. More specifically, the chapter addresses the different English translations of the Spanish preposition <i>en</i> and, conversely, the use of the English prepositions <i>in, on</i>, and <i>at</i>, which have no single equivalents in Spanish. Drawing on authentic corpus data, the study illustrates how real language examples enhance learners’ understanding of prepositional variation and usage. The findings suggest that corpus-based approaches provide richer and more effective input than traditional teaching materials, particularly in second-language instruction contexts. 10 01 JB code scl.129.09ser 183 202 20 Chapter 10 1 A01 Inmaculada Serón-Ordóñez Serón-Ordóñez, Inmaculada Inmaculada Serón-Ordóñez Universidad Pablo de Olavide 20 English preposition in 20 PaEnS corpus 20 Spanish prepositions en and de 20 syntactic anglicisms in Spanish 20 translator training 01 Translation students tend to translate the English preposition <i>in</i> as the Spanish preposition <i>en</i> in contexts where Spanish would require another very common Spanish preposition: <i>de</i>. This study aims to clarify when <i>in</i> should be translated as <i>de</i> in order to avoid calques. To this end, it analyzes the presented translation problem from a grammatical perspective, proposing an explanation. Prepositional phrases modifying nouns usually require <i>de</i> in Spanish for full idiomaticity, albeit it should be noted that there are exceptions. This study concludes by proposing a pedagogical approach to enhance students’ understanding based on the freely accessible parallel corpus PaEnS. 10 01 JB code scl.129.10fay 203 224 22 Chapter 11 1 A01 Goretti Faya Ornia Faya Ornia, Goretti Goretti Faya Ornia University of Valladolid 2 A01 Patricia Rodríguez-Inés Rodríguez-Inés, Patricia Patricia Rodríguez-Inés Autonomous University of Barcelona 20 audiovisual translation 20 contrastive analysis 20 MedCor 20 medical translation 20 PaEnS 20 parallel corpus 20 translator training 01 MedCor is a manually aligned English-Spanish parallel corpus of medical fiction, recently integrated into PaEnS. This contribution explores its potential applications for translator training and contrastive linguistic analysis. Drawing on real examples from TV series, we illustrate how MedCor enables the observation of lexical, grammatical and pragmatic features typical of medical discourse and their translation. Particular attention is paid to emotionally charged language, idioms, and modal verbs. Overall, the findings show that MedCor constitutes a valuable resource for analyzing translational patterns and supporting research, teaching and professional practice in medical translation. 10 01 JB code scl.129.p2 225 1 Section header 12 10 01 JB code scl.129.11szu 226 244 19 Chapter 13 1 A01 Irene Szumlakowski Morodo Szumlakowski Morodo, Irene Irene Szumlakowski Morodo Universidad Complutense de Madrid 20 manner of motion 20 motion event typology 20 PaGeS corpus 20 parallel corpora 20 satellites 20 verbs of motion 01 This article examines German and Spanish motion verbs regarding the features of &#60;speed&#62; and &#60;noise&#62;, such as German <i>sausen, flitzen,</i> and <i>poltern</i>, and Spanish <i>correr, salir pitando</i>, and <i>salir zumbando</i>. Within Talmy’s (2000) typology of motion events, the study uses the German–Spanish Parallel Corpus (PaGeS) to analyze how these typological differences are reflected in translation and whether they reflect both features. The results validate the hypotheses: expressing &#60;speed&#62; and &#60;noise&#62; via satellites is more frequent in Spanish, whereas German possesses a wider range of verbs that encode &#60;speed&#62; and &#60;noise&#62; and can add directional complements to express motion. The analysis also reveals differences in translation strategies, particularly regarding the preservation or omission of these features, in line with typological differences between the two languages. 10 01 JB code scl.129.12mol 245 266 22 Chapter 14 1 A01 Teresa Molés-Cases Molés-Cases, Teresa Teresa Molés-Cases Politechnic University of Valencia — UPV 20 cognitive translation studies 20 corpus linguistics 20 manner-of-looking 20 narrative texts 20 PaGeS corpus 20 visual perception 01 This contribution examines the translation of visual perception events in a German–Spanish parallel corpus of narrative texts. Compared to the phenomena of manner-of-motion and manner-of-speaking, manner-of-looking remains largely unexplored in the “thinking-for-translating” hypothesis. The starting point of this corpus-based study is Snell-Hornby’s (1983) list of German verbs of facial expression and Rojo and Valenzuela’s (2000) translation strategies identified in a previous study on the translation of verbs of vision. After comparing the resulting data with findings from comparable studies dealing with the frames of motion, communication, and vision, the study concludes that translators’ behaviors differ depending on the frame: while manner-of-motion and manner-of-looking are often omitted in German–Spanish translations, manner-of-speaking is usually translated, or even added. 10 01 JB code scl.129.13sch 267 286 20 Chapter 15 1 A01 Astrid Schmidhofer Schmidhofer, Astrid Astrid Schmidhofer University of Innsbruck 2 A01 Jesús Manuel Millán Vidal Millán Vidal, Jesús Manuel Jesús Manuel Millán Vidal University of Innsbruck 20 contrastive translation studies 20 modal verbs 20 mutual correspondence 20 PaGeS corpus 20 parallel corpora 20 parallel corpus German-Spanish 20 translation bias 01 This chapter examines the relationship between the German modal verb <i>sollen</i> and the Spanish verb <i>deber</i> through a corpus-based analysis of mutual correspondence (MC) and translation bias (TB). Using a dataset of 200 aligned sentences from the German–Spanish Parallel Corpus (PaGeS), it analyzes the extent to which both verbs function as translation equivalents and assesses the adequacy of the selected translations. The results show a moderate degree of intertranslatability, but also a clear asymmetry between the two translation directions. While <i>sollen</i> is frequently rendered as <i>deber</i>, this solution is not always accurate or idiomatic in Spanish. The findings have implications for contrastive analysis, translation practice, and translator training. 10 01 JB code scl.129.14cab 287 305 19 Chapter 16 1 A01 María Pascual Cabrerizo Pascual Cabrerizo, María María Pascual Cabrerizo University of Valladolid 20 beverages 20 culture-specific items 20 literary translation 20 PaEnS corpus 20 parallel corpora 20 translation strategies 01 How are beverage-related terms rendered in English–Spanish translations? Do they tend to trigger cultural adaptation or lexical stability? Using the open-access English–Spanish Parallel Corpus (PaEnS), this study queries a seed list of beverage terms and examines their aligned translations through a primarily qualitative analysis. The retrieved data (predominantly fiction) show two main tendencies: highly globalized drinks (e.g., <i>coffee, tea, beer, wine</i>) are usually translated through stable one-to-one correspondences, whereas culture-specific items (e.g., <i>eggnog, mate, horchata, guarapo</i>) more often prompt borrowing, explicitation, or light adaptation. Brand names are typically retained when internationally recognizable but are more frequently neutralized when local. Overall, the findings support a model of calibrated minimalism shaped by text type and communicative function. 10 01 JB code scl.129.15ost 306 326 21 Chapter 17 1 A01 Ulrike Oster Oster, Ulrike Ulrike Oster University Jaume I 20 anger 20 COVALT corpus 20 emotion words 20 Gravitational Pull Hypothesis 20 PaGeS corpus 20 translation 20 translationese 01 This paper examines the category of anger words in Spanish texts translated from German, compared to original Spanish literary texts. Drawing on Halverson’s (2017) Gravitational Pull Hypothesis (GPH) it predicts the overuse or underuse of specific anger words in the translated texts and evaluates these predictions using the PaGeS corpus. The findings confirm that the salience of source and target language items, as well as the connectivity between them, are reliable predictors of tendencies in translations. Specifically, the word families of <i>ira, furia, enojo</i>, and <i>indignación</i> are overrepresented in the translated texts, while <i>rabia, cólera, cabreo, molestia, fastidio</i>, and <i>disgust</i> are underrepresented. The study further identifies word class as an additional conditioning factor, suggesting that the principles of the GPH operate both on the semantic and the structural level. 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2026 20261215 2026 John Benjamins B.V. 02 WORLD 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 10 20261215 01 02 JB 1 00 130.00 EUR R 02 02 JB 1 00 137.80 EUR R 01 JB 10 John Benjamins Publishing Company +31 20 6304747 bookorder@benjamins.nl 01 GB 10 20261215 02 02 JB 1 00 109.00 GBP Z 01 JB 2 Casemate Academic 610-853-9131 610-853-9143 Girard.Kratz@casematepublishers.com 01 https://benjamins.com 02 US CA MX 10 20261215 01 gen 02 JB 1 00 169.00 USD