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\par }\pard \s25\ri360\widctlpar\tqc\tx4153\tqr\tx8306\adjustright {
\par }}{\*\pnseclvl1\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}
{\*\pnseclvl5\pndec\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl7\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl8
\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \fs28\cgrid {\b\lang2057 Lost in parallel concordances 
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 Ana Frankenberg-Garcia
\par Instituto Superior de L\'ednguas e Administra\'e7\'e3o, Lisbon
\par 
\par }\pard\plain \s2\keepn\widctlpar\outlinelevel1\adjustright \b\cgrid {\lang2057 1. Introduction 
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 Concordances extracted from monolingual corpora have been used in a variety of ways to promote second language learning. Parallel 
concordances have more typically been associated with translation studies, translator training, the development of bilingual lexicography and machine translation. Although the potential benefits of parallel concordances in second language learning have no
t been overlooked (for example, Roussel 1991, Barlow 2000 and Johansson & Hofland 2000), they have certainly been much less exploited than monolingual concordances. 
\par 
\par This paper calls for a reflection on when and how parallel concordances might be used to enhance second language learning. It is centred on two main questions: 
\par 
\par a. In what language learning situations might parallel concordances be beneficial?
\par b. How might language learners and teachers set about navigating through a parallel corpus?
\par  
\par Any attempt to answer the first question will inevitably rekindle the 
debate on the use of the first language in the second language classroom. Despite the growing belief that using the first language it is not necessarily wrong, it is generally agreed that not every
 language learning situation calls for it. Given that parallel concordances encourage learners to compare mother tongue and target language, in what kind of setting and in what circumstances are they then appropriate? 
\par 
\par How to navigate through a parallel c
orpus in second language learning is a question that must be posed if the fundamental structural difference between monolingual and parallel corpora is to be taken into account: while the former contemplate texts written in a single language, the latter l
o
ok not only at two languages at the same time (L1 and L2) but also at two types of language (source texts and translations). In what situations is it relevant to distinguish between concordances extracted from L1 to L2 and ones extracted from L2 to L1? Wh
en are the differences between searching from source texts to translations and from translations back to source texts important? How do these four factors interact? 
\par 
\par In this paper I shall concentrate on attempting to address these questions from the perspe
ctive of issues that have exclusively to do with parallel, as opposed to monolingual, concordances, and will ignore factors which are common to both types of concordances, such as the availability of a corpus, the representativeness of the corpus, the lev
el of difficulty of the concordances, and the fact that, because concordances rely on a fairly sophisticated level of meta-awareness, learners should ideally be adults, literate and cognitively-oriented. 
\par 
\par 
\par }\pard\plain \s2\keepn\widctlpar\outlinelevel1\adjustright \b\cgrid {\lang2057 2. In what language learning situations might parallel concordances be useful?
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 
Parallel concordances are based on  translations and encourage learners to compare languages, normally their mother tongue and the language they are in the process of learning. It follows that it can only be appropriate to use 
parallel concordances when it is appropriate to use the first language in the second language classroom. 
\par 
\par The idea of using the L1 is not novel. It was present in the grammar-translation method used for teaching Greek and Latin in the late eighteenth cent
ury, and this is how modern languages began to be taught in the nineteenth century. Considerable emphasis was placed on translation, and the L1 was often used to explain how the target language worked (Howatt 1984).  
\par 
\par Modern approaches to language teachin
g have tipped the balance of instruction towards the target language. In doing so, while some approaches began to actively discourage the use of the L1, others took practically no notice of its existence (Atkinson 1987, Phillipson 1992). Probably the most
 influential and not entirely unreasonable argument behind this is the belief that the first language works against L2 fluency. In addition to this, there are a number of practical reasons for neglecting the L1: it wouldn\rquote 
t work in multilingual classes, native speaker teachers might not know or might not know enough of their students\rquote 
 L1, and many  modern L2 teaching materials have been conceived for language learners in general rather than for learners of a single L1 background in particular. 
\par 
\par In spite of 
these impediments to the use of the L1, there is a growing belief that it is not just there to impair L2 fluency, and that it can in fact be used productively in second language learning, provided that the bulk of instruction continues to be carried out i
n the target language. Atkinson\rquote s (1993) book }{\i\fs24 Teaching Monolingual Classes}{\fs24  explores several different ways in which second language teachers can attempt to make the most of their students\rquote 
 L1. Medgyes (1994) argues that knowledge of their students\rquote  L1 is one of the most valuable assets second language teachers can have. For Barlow (2000:110), \ldblquote 
learning a second language involves some use of  first language schemas as templates for creation of schemas for the second language.\rdblquote  Cohen (2001) reports on evidence that despite ESL teachers\rquote 
 general admonitions not to use the first language, learners continually resort to written or mental translation as a strategy for learning. There is also some evidence that the first language may actually contribute towards the 
development of a second language. Tomasello & Herron (1988, 1989), for example, report that a group of  English-speaking learners of French learned more when the influence of English upon French was openly discussed in class than when instruction focused 
only on French. 
\par 
\par In accordance with the above, it is believed parallel concordances can carve themselves a legitimate place in second language instruction, provided that they are used wisely. To discuss the circumstances under which parallel concordances m
ight be beneficial, it is useful to distinguish between self-access and classroom use. Parallel concordances can be used for independent study when learners know what they want to say in the L1 and want to find out how to say it the L2, or when they see s
omething in the L2 and want to understand what it means in the L1. According to Barlow (2000:114), a parallel corpus is like an \ldblquote on-line contextualized bilingual dictionary\rdblquote 
 that gives learners access to concentrated, natural examples of language usage. Par
allel concordances can therefore be used during writing in a foreign language to complement bilingual and language production dictionaries. They can not only help learners find foreign words they don\rquote 
t know, but they can also give them the contexts in whic
h these words are appropriate. Moreover, parallel concordances can help learners come to terms with the fact that there are certain words in their L1 for which there are simply no direct translations available. When reading in a foreign language, learners
 might also find it useful to resort to parallel concordances to help them understand foreign words, meanings and grammar that they are unfamiliar with. Extracting concentrated examples of chunks of the foreign language that they don\rquote 
t quite understand matc
hed to equivalent forms in their mother tongue can help learners grasp what is going on in the L2. The main point here, however, is that when learners resort to concordances on a self-access basis, their queries are initiated by themselves (Aston 2001). T
his means that they are }{\i\fs24 engaged}{\cs20\fs24\super \chftn {\footnote\ftnalt \pard\plain \s19\widctlpar\adjustright \fs20\lang2057\cgrid {\b\fs24 Notes
\par }{\cs22\super \chftn }{ The term engagement is borrowed from Smith (1982:171), who defines it as \ldblquote the way a learner and a demonstration come together on those occasions when learning takes place\rdblquote .   }}}{\fs24 
 in looking for demonstrations of language use that might help them solve problems that are in the forefront of their minds. In this sense, learner-initiated concordances are likely to be meaningful, relevant and conducive to successful language learning.

\par  
\par }\pard\plain \s15\widctlpar\adjustright \lang2057\cgrid {
The picture changes when it comes to using parallel concordances in the classroom, with a group of learners. It is self-evident that parallel concordances will work best with monolingual classes and with teachers who know their students\rquote 
 L1. What is not so obvious is when it is appropriate to resort to them. The idea of looking at differences between L1 and L2 as a basis for teaching L2 is not novel: it was the main line of inquiry of the Contrastive Analysis Hypothesis (Lad
o 1957). The problem with Contrastive Analysis, however, is that not all differences between languages are relevant to L2 learning (Wardhaugh 1970, Odlin 1989). Moreover, even if there are language contrasts that are relevant, drawing attention to them mi
ght not be unconditionally helpful to all learners at all times. As Sharwood-Smith (1994:184) points out, \ldblquote consciousness-raising techniques may be counterproductive where the insight has already been gained at a subconscious, intuitive level
\rdblquote . Language cont
rasts that are no longer or have never been a problem to learners could provoke overmonitoring and inhibit spontaneous performance.  Indeed, those who defend L2-only approaches to language teaching would, in these circumstances,  be right to affirm that t
he first language can undermine second language fluency.
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 
\par Instead of presenting learners with L1-L2 contrasts that do not affect and could even be detrimental to their learning, Granger and Tribble (1996) propose that what is important are the differences between the learner\rquote 
s interlanguage and the L2, which they call Contrastive Interlanguage Analysis. However, this does not mean to say that the idea of comparing L1 and L2 need be altogether abandoned. For Wardhaugh (1970), although L1-L2 differences might not be useful to }
{\i\fs24 predict}{\fs24  errors, as originally proposed in the Contrastive Analysis Hypothesis, they do help to }{\i\fs24 explain}{\fs24 
 learner errors. Indeed, if you look at the L2 problems that students actually have, while it is true that not all of them have to do wit
h their L1, it is also true that students who share the same native language often experience a significant number of second language problems that can be traced back to the influence of their first language. Lott (1983), for example, describes negative t
r
ansfer errors that are common to Italian learners of English. Frankenberg-Garcia & Pina (1997) describe problems of crosslinguistic influence that are typical of Portuguese learners of English, which include not only negative transfer, but also the avoida
nce of transfer, whereby students avoid using perfectly acceptable English forms simply because they perceive them as being too Portuguese-like. 
\par }\pard\plain \s15\widctlpar\adjustright \lang2057\cgrid {
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 Problems of crosslinguistic influence like the ones described in the studies above can open the door to the us
e of parallel concordances the second language classroom. Instead of drawing attention to language contrast per se, or predicting problems of language learning that may fail to materialize, parallel concordances can be brought to the classroom to help lea
rners focus on real interlanguage problems that can be traced back to the first language. 
\par 
\par The link between problems of crosslinguistic influence and the pedagogical use of parallel concordances seems to have been first established by Roussel (1991), who s
howed how French learners of English tend to have problems with English tonic auxiliaries and how parallel concordances could help sensitise these students to certain prosodic features of English. Following a similar line of thought, Johansson & Hofland (
2000) report that the overuse of }{\i\fs24 shall}{\fs24 
 is a common error among Norwegian learners of English caused by the influence of Norwegian, and proceed to show how these learners can explore the English-Norwegian Parallel Corpus to find out that the etymologically equivalent Norwegian modal auxiliary 
}{\i\fs24 skal}{\fs24  does not always correspond to the English }{\i\fs24 shall}{\fs24 . Frankenberg-Garcia (2000) provides several further examples of Portuguese learners of English making inappropriate use of the prepositions }{\i\fs24 with}{\fs24 , }{
\i\fs24 in}{\fs24  and }{\i\fs24 of}{\fs24   as a compl
ement to certain English verbs and adjectives because of the influence of Portuguese, and proceeds to show how a parallel corpus can be a useful source of authentic data for exercises that will help these learners become aware of problematic areas such as
 this one, in which they tend to get the first and the second language mixed up.   
\par 
\par I cannot overly stress, however, that before using parallel concordances in the classroom, with a group of learners, it is important for teachers to find out, through obser
vation, whether these learners are experiencing L2 problems can be traced back to their L1. Parallel corpora enable us to access so many comparable facts of linguistic performance that it is easy to lose sight of  the language contrasts that really matter
, and to overburden learners with contrasts 
\par that bear no relation, and can even be detrimental, to their learning processes. Detecting negative transfer and other forms of crosslinguistic influence can help inform teachers which parallel concordances are l
ikely to be pedagogically relevant to their students. 
\par }\pard\plain \s16\widctlpar\adjustright \b\cgrid {\lang2057 
\par 3. Navigating through a parallel corpus
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 When using parallel concordances in second language learning, it is not enough to know }{\i\fs24 what}{\fs24  language contrasts might be helpful to students. It is also importan
t to consider }{\i\fs24 how}{\fs24  to focus on them, for unlike monolingual corpora, which deal with a single language, parallel corpora involve not only two languages \endash  L1 and L2 \endash  but also two types of language \endash 
 source texts and translations. This means that it is possi
ble for one to extract concordances taken from L1 to L2, or from L2 to L1, and from source texts (ST) to translations (TT) or from translations back to source texts. In other words, the following four types of  parallel concordances are possible:
\par 
\par }\pard \fi720\widctlpar\adjustright {\fs24 L1}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 L2 \tab }{\i\fs24 or\tab  }{\fs24 L2}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 L1 

\par ST}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 TT\tab }{\i\fs24 or}{\fs24  \tab TT}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 ST 
\par }\pard \widctlpar\adjustright {\fs24 
\par }\pard\plain \s23\widctlpar\adjustright \lang2057\cgrid {Given these possibilities, one must ask in what language learning situations is it relevant to distinguish between L1}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{
L2 and L2}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{L1 concordances? In what language learning situations is it relevant to distinguish between ST}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{TT  a
nd TT}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{ST concordances? How do these factors combine? 
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 
\par }{\b\fs24 3.1 L1}{\b\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\b\fs24 L2 or L2}{\b\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\b\fs24 L1 concordances?
\par }\pard\plain \s15\widctlpar\adjustright \lang2057\cgrid {When using parallel concordances for pedagogical purposes, the most basic choice that has to be made is deciding whether the starting point for KWIC (key-word-in-contex
t) search should be an L1 or and L2 term. If the aim of instruction is to promote the development of language production skills, it makes sense to use L1 search terms, which will render concordances in L1 aligned with L2 (L1}{{\field{\*\fldinst SYMBOL
 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{L2 concordances). This will ena
ble learners to see how the meanings they formulate in L1 can be expressed in L2. Conversely, if the aim of instruction is to help learners with language reception skills, then the logical thing to do is to use L2 search expressions, which will produce L2
 concordances aligned with L1 (L2}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{L1 concordances). This will enable learners to see how certain meanings they have seen in L2 translate into their L1. 
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 
\par Of course, it may be argued that the ultimate aim of instruction is to help learners with both language production }{\i\fs24 and}{\fs24  reception, and that for this reason it is important to look at L1}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol"
 \\s 12}{\fldrslt\f3\fs24}}}{\fs24 L2 }{\i\fs24 and}{\fs24  L2}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 
L1 parallel concordances. And indeed, this is an entirely reasonable argument when learners happen to experience the same types of difficulties at the level of lang
uage production and reception. False cognates, for instance, often have a negative impact on both language reception and production. Portuguese learners of English, for example, frequently assume that words like }{\i\fs24 actually}{\fs24  and }{\i\fs24 
actualmente}{\fs24 , }{\i\fs24 eventually}{\fs24  and }{\i\fs24 eventualmente}{\fs24 , }{\i\fs24 pretend}{\fs24  and }{\i\fs24 pretender}{\fs24  and }{\i\fs24 resume}{\fs24  and }{\i\fs24 resumir}{\fs24 
 mean the same, and this causes them problems not only when speaking and writing, but also when listening and reading (Frankenberg-Garcia & Pina 1997). In cases such as these, I believe it is fine to use both L1}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f 
"Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 L2 }{\i\fs24 and}{\fs24  L2}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 
L1 parallel concordances, as long as the problems of reception and production occur at the same time. As shown in figure 1, looking up }{\i\fs24 actualmente}{\fs24  will  help these learners see that the equivalent in English can be rendered as }{\i\fs24 
present}{\fs24 , }{\i\fs24 nowadays}{\fs24 , }{\i\fs24 these}{\fs24  }{\i\fs24 days}{\fs24 , }{\i\fs24 now}{\fs24 , and so on}{\cs20\fs22\super \chftn {\footnote\ftnalt \pard\plain \s15\widctlpar\adjustright \lang2057\cgrid {\cs20\fs20\super \chftn }{
\fs20  All parallel concordances shown in this paper were taken from COMPARA 1.6 -  http://www.portugues.mct.pt/COMPARA/ [9-Jul-2002]}{\cs20\fs20\super .}}}{\fs24 . }{\fs24 Figure 2 shows that looking up }{\i\fs24 actually}{\fs24 
 can help these same learners find out that it is a word that translates into }{\i\fs24 de resto}{\fs24 , }{\i\fs24 na verdade}{\fs24 , or, most importantly, that it is a word that is often left out in Portuguese. 
\par }{\fs24 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \fs28\cgrid {\b\fs22\lang2057 Figure 1}{\fs22\lang2057  
\par L1}{\fs22\lang2057 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 11}{\fldrslt\f3\fs22}}}{\fs22\lang2057 L2 concordances for language production (query: \ldblquote actualmente\rdblquote ) 
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 Com os rendimentos que }{\cs17\b\fs18 actualmente}{
\fs18  tenho, podia dar 10 000 libras por ano sem grande esfor\'e7o.\cell I could afford }{\i\fs18 ten }{\fs18 thousand a year from my }{\b\fs18 present}{\fs18  income, without much pain.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\trowd 
\trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 Claro que }{\cs17\b\fs18 actualmente}{\fs18 
 tenho posses para mandar fazer camisas por medida, mas o ar }{\i\fs18 snob }{\fs18 dos camiseiros de Picadilly dissuade-me de l\'e1 entrar e as popelines \'e0s riscas expostas nas montras s\'e3o demasiado afectadas para o meu gosto.\cell 
Of course, I could afford to have my shirts made to measure }{\b\fs18 nowadays}{\fs18 , but the snobby-looking shops around Picadilly where they do it put me off and the striped poplins in the windows are too prim for my taste.\cell }\pard 
\widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\intbl\adjustright {\fs18 Deixem-me concentrar por um momento nessa lembran\'e7a, fechar os olhos e tentar absorver toda a infelicidade que nela existia, para apreciar melhor o conforto de que }{
\cs17\b\fs18 actualmente}{\fs18  desfruto.\cell Let me just concentrate for a moment on that memory, close my eyes and try and squeeze the misery out of it, so that I will appreciate my }{\b\fs18 present}{\fs18  comforts.\cell }\pard 
\widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\intbl\adjustright {\fs18 Por que ser\'e1 que }{\cs17\b\fs18 actualmente}{\fs18  s\'f3
 sinto apetite sexual em Londres, onde tenho uma namorada que se satisfaz com a sua castidade, e quase nunca em casa, em Rummidge, onde tenho uma mulher cujo apetite sexual \'e9 inesgot\'e1vel?\cell Why do I only seem to get horny }{\b\fs18 these days}{
\fs18  in London, where my girlfriend is contentedly chaste, and almost never at home in Rummidge, where I have a partner of tireless sexual appetite?\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt
\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989
\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 O meu irm\'e3o mais novo, o Ken, emigrou para a Austr\'e1lia no princ\'ed
pio dos anos 70, quando era mais f\'e1cil do que }{\cs17\b\fs18 actualmente}{\fs18 , e foi a melhor decis\'e3o que tomou na vida.\cell My young brother Ken emigrated to Australia in the early seventies, when it was easier than it is }{\b\fs18 now}{\fs18 
, and never made a better decision in his life. \cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\adjustright {
\par }\pard\plain \s18\widctlpar\adjustright \fs20\lang2057\cgrid {\b\fs22 
\par Figure 2  
\par }{\fs22 L2}{\fs22 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 11}{\fldrslt\f3\fs22}}}{\fs22 L1 concordances for language reception (query: \ldblquote actually\rdblquote ) 
\par 
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 I }{\cs17\b\fs18 actually}{
\fs18  went so far as to blindfold myself, with a sleeping mask British Airways gave me once on a flight from Los Angeles.\cell Fui, }{\b\fs18 de resto}{\fs18 , ao ponto de p\'f4r uma venda nos olhos, que me deram em tempos num voo
 da British Airways vindo de Los Angeles. \cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv
\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb 
\cellx10086\pard \widctlpar\intbl\adjustright {\fs18 \'abSo you're }{\cs17\b\fs18 actually}{\fs18  making a positive contribution to the nation's trading balance?\'bb\cell -- Ent\'e3o, voc\'ea est\'e1 }{\b\fs18 na verdade}{\fs18  fazendo uma contribui\'e7
\'e3o positiva para a balan\'e7a comercial do pa\'eds.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\intbl\adjustright {\fs18 (The guy's name is }{\cs17\b\fs18 actually}{\fs18  pronounced \'abKish\'bb
, he's Hungarian, but I prefer to call him \'abKiss\'bb.\cell (O nome do tipo pronuncia-se \'abKish\'bb, \'e9 h\'fangaro, mas prefiro chamar-lhe \'abKiss\'bb. *4\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\intbl\adjustright {
\fs18 In the ease of the family presence we often didn't }{\cs17\b\fs18 actually}{\fs18  greet each other at meals; it would have been like talking to oneself.\cell No aconchego familiar, n\'e3o cumpriment\'e1vamos os outros na hora das refei\'e7\'f5
es; seria como falar consigo mesmo.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv
\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb 
\cellx10086\pard \widctlpar\intbl\adjustright {\fs18 Well, when I imagined them, I never saw myself as }{\cs17\b\fs18 actually}{\fs18  experiencing them later on.\cell Pois bem: nunca me vi ao fantasi\'e1-las, como existindo-as mais tarde.\cell }\pard 
\widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\adjustright {\fs24 
\par It is not always the case, however, that the problems that learners experience at the level of language reception are the same or occur at the same time as the ones they experience at the level of language production.
 Generally speaking, reception comes before production. Portuguese learners of English, for example, don\rquote t seem to have much difficulty understanding the English words }{\i\fs24 lose}{\fs24  and }{\i\fs24 miss}{\fs24 
. When producing the language, however, a common error is for them to say }{\i\fs24 lose }{\fs24 when they mean }{\i\fs24 miss}{\fs24 : 
\par 
\par }{\i\fs24 * I\rquote m sorry I\rquote m late. I lost the train.
\par }{\fs24 
\par This particular  problem seems to stem from the fact that both concepts are normally expressed by a single Portuguese verb, }{\i\fs24 perder}{\fs24 . Looking up }{\i\fs24 miss}{\fs24  in the English to Portuguese direction o
f a parallel corpus would not tell learners what they need to know and neither would looking up }{\i\fs24 lose}{\fs24 . In both cases, the alignment results in Portuguese are bound to render }{\i\fs24 perder.}{\fs24  Figures 3 and 4 illustrate this. 

\par 
\par }\pard\plain \s3\keepn\widctlpar\outlinelevel2\adjustright \b\fs22\lang2057\cgrid {Figure 3
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs22 L2}{\fs22 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 11}{\fldrslt\f3\fs22}}}{\fs22 L1 concordances (query: \ldblquote los.*\rdblquote ) 
\par 
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 But somewhere, sometime, I }{\cs17\b\fs18 lost}{\fs18 
 it, the knack of just living, without being anxious and depressed.\cell Mas houve um momento, uma altura qualquer, em que }{\b\fs18 perdi}{\fs18  o treino de viver, viver apenas, sem andar ansioso nem deprimido.\cell }\pard \widctlpar\intbl\adjustright {
\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb
\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 I was rapidly }{\cs17\b\fs18 
losing}{\fs18  faith in this hospital.\cell Eu estava }{\b\fs18 perdendo}{\fs18  r\'e1pido a confian\'e7a no hospital.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\intbl\adjustright {\fs18 But when they got to the brothel, Fr\'e9
d\'e9ric }{\cs17\b\fs18 lost}{\fs18  his nerve, and they both ran away.\cell Mas quando chegaram ao bordel, Fr\'e9d\'e9ric }{\b\fs18 perdeu}{\fs18  a coragem e fugiram ambos.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard 
\widctlpar\intbl\adjustright {\fs18 If it is to appear next winter, I haven't a minute to }{\cs17\b\fs18 lose}{\fs18  between now and then.\cell Se \'e9 para sair no pr\'f3ximo Inverno, n\'e3o tenho um minuto a }{\b\fs18 perder}{\fs18 .\cell }\pard 
\widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl
\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 
He savors his freedom but doesn't }{\cs17\b\fs18 lose}{\fs18  sight of his master.\cell Saboreia a liberdade, mas n\'e3o }{\b\fs18 perde}{\fs18  o amo de vista.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard\plain \s18\widctlpar\adjustright 
\fs20\lang2057\cgrid {
\par }\pard\plain \s3\keepn\widctlpar\outlinelevel2\adjustright \b\fs22\lang2057\cgrid {Figure 4
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs22 L2}{\fs22 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 11}{\fldrslt\f3\fs22}}}{\fs22 L1 concordances (query: \ldblquote miss.*\rdblquote )
\par  
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 
I agreed enthusiastically, but I spent most of the flight home wondering what I'd }{\cs17\b\fs18 missed}{\fs18 .\cell Concordei entusiasticamente, mas passei a maior parte da viagem de regresso a pensar no que teria }{\b\fs18 perdido}{\fs18 .\cell }\pard 
\widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl
\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 
I meant to catch the 4.40, but just }{\cs17\b\fs18 missed}{\fs18  it.\cell A minha inten\'e7\'e3o era apanhar o das 4.40, mas acabei de }{\b\fs18 perd\'ea-lo}{\fs18 .\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard 
\widctlpar\intbl\adjustright {\fs18 I got so carried away by that bit of description that I discovered }{\cs17\b\fs18 missed}{\fs18  the 5.10 as well.\cell Embrenhei-me tanto na descri\'e7\'e3o que estava a fazer que descobri que tamb\'e9m }{\b\fs18 perdi
}{\fs18  o comboio das 5.10.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\intbl\adjustright {\fs18 Anyway, I'd better stop, or I'll }{\cs17\b\fs18 miss}{\fs18  the 5.40 as well.\cell Bom, \'e9 melhor parar por aqui, sen\'e3o vou 
}{\b\fs18 perder}{\fs18  o das 5h40 tamb\'e9m. \cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv
\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb 
\cellx10086\pard \widctlpar\intbl\adjustright {\fs18 But he had found a guide, and didn't want to }{\cs17\b\fs18 miss}{\fs18  out on an opportunity.\cell Mas tinha encontrado um guia, e n\'e3o ia }{\b\fs18 perder}{\fs18  esta oportunidade. \cell }\pard 
\widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\adjustright {
\par }{\fs24 However, as shown in figure 5, looking up }{\i\fs24 perder}{\fs24  in the Portuguese to English direction renders results that can help learners notice the difference between }{\i\fs24 lose }{\fs24 and }{\i\fs24 miss,}{\fs24 
 which can help imprint the contrast in their minds. 
\par }{\b\fs22 
\par Figure 5 
\par }{\fs22 L1}{\fs22 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 11}{\fldrslt\f3\fs22}}}{\fs22 L2 concordances (query: \ldblquote perd.*\rdblquote ) 
\par 
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 Mas houve um momento, uma altura qualquer, em que }{
\cs17\b\fs18 perdi}{\fs18  o treino de viver, viver apenas, sem andar ansioso nem deprimido.\cell But somewhere, sometime, I }{\b\fs18 lost}{\fs18  it, the knack of just living, without being anxious and depressed.\cell }\pard 
\widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl
\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard\plain \s18\widctlpar\intbl\adjustright 
\fs20\lang2057\cgrid {\fs18 Passou uma hora, depois outra; a neve juntava-se nas dobras das roupas; }{\cs17\b\fs18 perderam-se}{\fs18 .\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 
An hour passed, then another; snow gathered thickly in the folds of their clothes; they }{\b\fs18 missed}{\fs18  their road.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 
- Mas que se }{\cs17\b\fs18 perde}{\fs18  em experimentar?\cell \'abWhat can you }{\b\fs18 lose}{\fs18  by trying?\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard \widctlpar\intbl\adjustright {\fs18 Jos\'e9 Dias n
\'e3o }{\cs17\b\fs18 perdia}{\fs18  as defesas orais de tio Cosme.\cell Jos\'e9 Dias never }{\b\fs18 missed}{\fs18  a single one of his speeches for the defense.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt
\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989
\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 -- Ser adoptada e depois }{\cs17\b\fs18 perder}{\fs18  a m\'e3e.\cell 
` To be adopted and then to }{\b\fs18 lose}{\fs18  your mother?\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard \widctlpar\adjustright {\b\fs22 
\par }{\fs24 Second language problems that a
ffect reception but not production are not as common, and detecting them is not as simple, for they do not always result in visible errors. Still, language reception problems can sometimes be spotted through reading comprehension and translation exercises
, or during conversations, when communication breaks down. Whatever the problems learners of a given native language seem to have, what is important is to be aware that L1}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{
\fs24 L2 parallel concordances are different from L2}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 L1 parallel concordances, and that the two directions serve different purposes in language teaching. While L1}{\fs24 
{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 L2 concordances are more likely to enhance language production, L2}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 
L1 concordances are better suited to improving language reception. 
\par 
\par }{\b\fs24 3.2 ST}{\b\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\b\fs24 TT or TT}{\b\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\b\fs24 ST concordances?}{\fs24  
\par Learners using
 parallel concordances are exposed to source texts on one side of the corpus and to translations on the other. This means that, in the same way as it is possible to extract concordances from L1 to L2 or from L2 to L1, it is also possible to present learne
rs with parallel concordances taken from source texts to translations (ST}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 TT concordances), or from translations to source texts (TT}{\fs24 {\field{\*\fldinst SYMBOL
 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 ST concordances). 
\par 
\par In unidirectional parallel corpora, the relationship between these four factors is constant. If the learners\rquote 
 L1 happens to be the language of the source texts, the L2 will have to be the language of the translations. Or the other way round.  If the L1 is the language of the translations, then the source texts will necessarily be the L2.  St John (2001) desc
ribes a case-study of an English speaking learner of German using the German-English INTERSECT corpus (Salkie 1995), where the source texts are in German and the translations in English. For this learner, the L1 part of the concordances are translations w
hile the L2 part are source texts. For a German learner of English using the same corpus, the exact opposite would be the case.
\par 
\par For learners using bi-directional parallel corpora like COMPARA (Frankenberg-Garcia & Santos, forthcoming), CEXI (Zanettin, 2002)
 or the English-Norwegian part of the ENPC (Johansson et al, 1999), the part of the corpus in their L1 is made up of  both translations and source texts. Conversely, the part of the corpus in their L2 also contains both translations and source texts. This
 
means that when searching from L1 to L2, it is possible for these learners to work from translations to source texts, from source texts to translations, or even from both to both. And the same applies to the situations in which learners are working with c
o
ncordances taken from L2 to L1, which may again consist of translations to source texts, source texts to translations or both to both. Given these possibilities, one must ask in what language learning situations it is relevant to distinguish between them.
 
\par 
\par It is a well documented fact in the literature that translational  language is not quite the same as language which is not constrained by source texts from another language (for example, see Baker 1996). According to Gellerstam (1996), the differences be
tween translational and non-translational language weigh against the use of parallel corpora in language learning. Indeed, exposing language learners to translational language can be problematic. If one looks at the distribution of the adverb }{\i\fs24 
already }{\fs24 in COMPARA 1.6, only 35% of its occurrences come from texts originally written in English, whereas the remaining 65% of its occurrences come from English translated from the Portuguese. This suggests a need for the explicitation of }{
\i\fs24 already}{\fs24  in translated English which is not present in English source texts. Portuguese learners of English, in turn, also tend to use the English adverb }{\i\fs24 already }{\fs24 
in situations in which it is not required. You can often hear them say }{\i\fs24 Have you already had lunch?}{\fs24  when what they mean is simply }{\i\fs24 Have you had lunch?}{\fs24 . In other words, they might use }{\i\fs24 already}{\fs24 
 to ask whether or not lunch has taken place, without intending to convey the idea that it took place earlier than expected. This particular problem seems to stem from the fact 
that in Portuguese translation there is no grammatical difference between the two sentences. The Portuguese adverb }{\i\fs24 j\'e1, }{\fs24 which translates literally into the English adverb }{\i\fs24 already,}{\fs24  is used in both translations: }{
\i\fs24 J\'e1 almo\'e7aste?
\par }{\fs24 
\par }\pard\plain \s15\widctlpar\adjustright \lang2057\cgrid {
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 Presenting Portuguese learners of English who overuse }{\i\fs24 already }{\fs24 with parallel concordances containing this adverb in translated English is not such a good idea, for }{\i\fs24 
already}{\fs24  appears a lot more frequently in translational English than in non-translational English. The concordances would not help the learners in question develop a feeling for the situations in which }{\i\fs24 already}{\fs24  might be left out. 

\par 
\par }\pard\plain \s15\widctlpar\adjustright \lang2057\cgrid {Having said this, the fact that parallel concordances expose learners to translational language does not necessarily mean that they cannot be used con
structively. In fact, parallel concordances can (and should) be used in such a way that the translational/non-translational language distinction is put to good use. If there happens to be a need to shelter learners from translational renderings of the tar
g
et language, one can restrict the L2 side of parallel concordances to source texts. This might be of consequence when parallel concordances are used to draw attention to elements that exist both in the L1 and the L2, but which occur more typically in only
 one of the languages, as in the case of the English adverb }{\i already }{and the Portuguese }{\i j\'e1}{. Figure 6 below illustrates how Portuguese-English TT}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{
ST concordances can be used precisely to show Portuguese learners of English that they needn\rquote t say }{\i already}{ in English every time they mean }{\i j\'e1}{ in Portuguese}{\cs20\super \chftn {\footnote\ftnalt \pard\plain 
\s19\widctlpar\adjustright \fs20\lang2057\cgrid {\cs20\super \chftn }{ The fact that the translational, Portuguese side of  TT}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 10}{\fldrslt\f3\fs20}}}{
ST concordances such as these may sound odd or unnatural to native speakers of Portuguese can even help Portuguese learners of English develop a better grasp of the differences between Portuguese and English.
\par 
\par }}}{. 
\par }\pard\plain \s18\widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 
\par }{\b\fs22 Figure 6 
\par }{\fs22 TT(L1)}{\fs22 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 11}{\fldrslt\f3\fs22}}}{\fs22 ST(L2) concordances used to shelter learners from translational L2 (query: \ldblquote [Jj]\'e1\rdblquote  )
\par }{\b\fs22 
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \s18\widctlpar\intbl\adjustright {\fs18 Agora }{\cs17\b\fs18 j\'e1}{\fs18  \'e9
 a conferencista principal.\cell Now, she's Principal Lecturer.\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr
\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb
\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 Quando espreitei outra vez \'e0s 7.30 da manh\'e3, }{\cs17\b\fs18 j\'e1}{\fs18  se fora embora.\cell }\pard\plain \s18\widctlpar\intbl\adjustright 
\fs20\lang2057\cgrid {\fs18 When I looked again at half-past seven this morning, he had gone.\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard \widctlpar\intbl\adjustright {\fs18 E quanto \'e0
s visitas subsequentes, quando }{\cs17\b\fs18 j\'e1}{\fs18  era o autor da escandalosamente famosa }{\i\fs18 Madame Bovary }{\fs18 ?\cell }\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 
And what of subsequent visits, when he had become author of the notorious }{\i\fs18 Madame Bovary }{\fs18 ?\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard \widctlpar\intbl\adjustright {\fs18 -- O pai dela }{
\cs17\b\fs18 j\'e1}{\fs18  morreu.\cell ' Her father's dead.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh
\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx10086\pard \widctlpar\intbl\adjustright {\fs18 N\'e3o acha que ele }{\cs17\b\fs18 j\'e1}{\fs18  estudou muito, ficou nisso o dia inteiro, Sonny, ele deveria fechar os livros e ir dormir cedo.\cell 
Don't you think he's done enough, he's been at it all day, Sonny, he should close his books and have an early night.\cell }\pard \widctlpar\intbl\adjustright {\fs18 \row }\pard\plain \s15\widctlpar\adjustright \lang2057\cgrid {
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 
Having translations in the L2 side of the corpus can in turn be useful to help learners come to grips with L1 terms, such as culturally-bound concepts, that are difficult to express in L2, or for which
 there are no straightforward L2 translations. Figure 7 shows how Portuguese-English ST}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 
TT concordances can be used to help Portuguese learners of English describe the Brazilian carnival in English.
\par }\pard\plain \s18\widctlpar\adjustright \fs20\lang2057\cgrid {\b\fs22 
\par Figure 7
\par }{\fs22 ST(L1)}{\fs22 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 11}{\fldrslt\f3\fs22}}}{\fs22 TT(L2) concordances used to help learners with the translation of culturally-bound concepts}{\b\fs22  }{\fs22 (query: \ldblquote carnaval.*\rdblquote )

\par 
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 
Parecia um sujeito vestido para um }{\b\fs18 baile de}{\fs18  }{\cs17\b\fs18 carnaval}{\fs18  dos anos 1920.\cell }\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 He looked like someone dressed for a }{\b\fs18 Carnival dance}{
\fs18  in the 1920s.\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv
\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb 
\cellx10086\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 Um sujeito de nome \'c1ureo de Negromonte, \'abfamoso }{\cs17\b\fs18 carnavalesco}{\fs18  e}{\b\fs18  campe\'e3o de desfiles}{\fs18 \'bb
, segundo a TV, afirmava que a morte de Ang\'e9lica era uma perda irrepar\'e1vel para o }{\b\fs18 carnaval}{\fs18  brasileiro.\cell A man by the name of \'c1ureo de Negromonte - ' a famous }{\b\fs18 Carnival figure }{\fs18 and}{\b\fs18  competition winner
}{\fs18  ', according to the TV \endash  stated that Ang\'e9lica's death was an irreparable loss for }{\b\fs18 Carnival}{\fs18  in Brazil.\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard\plain 
\s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 O }{\b\fs18 desfile de}{\fs18  }{\cs17\b\fs18 carnaval}{\fs18  daquele ano, segundo Negromonte, estava irremediavelmente prejudicado.\cell The }{\b\fs18 Carnival parade}{\fs18 
 that year, according to Negromonte, was irretrievably damaged.\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 
O programa estava sendo transmitido diretamente da nova igreja de Copacabana, lotada, apesar de ser um }{\b\fs18 domingo de}{\fs18  }{\cs17\b\fs18 carnaval}{\fs18 .\cell 
The program was being broadcast direct from the new church in Copacabana, which was packed despite it being }{\b\fs18 Carnival weekend}{\fs18 .\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\trowd \trgaph108\trleft-108
\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb 
\cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \'abS\'e3o esses }{\b\fs18 blocos}{\fs18  }{
\cs17\b\fs18 carnavalescos}{\fs18 \'bb, disse o motorista de mau humor, \'abos filhos da puta gostam de }{\b\fs18 desfilar}{\fs18  pelas ruas movimentadas... \cell ' It's those }{\b\fs18 Carnival groups}{\fs18 
, ' the driver said ill-humouredly. ' The sons of bitches like to }{\b\fs18 parade}{\fs18  down the busy streets...\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard\plain \s18\widctlpar\adjustright 
\fs20\lang2057\cgrid {
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24  
\par There are times, however, when distinguishing between source texts and translations is less important. When the aim of instruction is simply to draw attention to certain isolated morphological, syntactic and even lexical contrasts, TT}{\fs24 
{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 ST concordances can be just as helpful as ST}{\fs24 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{\fs24 
TT concordances. Figure 8 below shows how both types of parallel concordances can be used to focus on the contrastive use of English and Portuguese prepositions. 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \fs28\cgrid {\b\fs22\lang2057 
\par Figure 8
\par }{\fs22\lang2057 ST+TT(L1)}{\fs22\lang2057 {\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 11}{\fldrslt\f3\fs22}}}{\fs22\lang2057 TT+ST(L2) concordances used to help learners with contrastive prepositions (query: }{\i\fs22\lang2057 various}{\fs22\lang2057 
)
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 O \'faltimo deles }{
\b\fs18 consistia em}{\fs18  ficar de cabe\'e7a para baixo por uns minutos para fazer o sangue ir \'e0 cabe\'e7a.\cell The last one }{\cs17\b\fs18 consisted of}{\fs18  hanging upside down for minutes on end to make the blood rush to your head.\cell 
}\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt
\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard\plain 
\s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 N\'e3o acreditei no que estava }{\b\fs18 acontecendo}{\fs18  }{\b\fs18 comigo}{\fs18 .\cell I couldn't believe what was }{\cs17\b\fs18 happening to}{\fs18  me.\cell }\pard\plain 
\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 Alexandra acha que eu estou }{\b\fs18 sofrendo de}{\fs18  falta de auto-estima.\cell Alexandra thinks I'm }{
\cs17\b\fs18 suffering from}{\fs18  lack of self-esteem.\cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard\plain \s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 Como ela falava pouco; n\'e3o }{\b\fs18 
dependia}{\fs18  }{\b\fs18 das}{\fs18  palavras para o fornecimento de informa\'e7\'f5es dos outros.\cell Because she said little herself, she did not }{\cs17\b\fs18 depend on}{\fs18  words for the supply of information from others.\cell }\pard\plain 
\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4989\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx10086\pard\plain 
\s18\widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 Mais tarde, na cama, depois do sexo, F\'falvia me encheu de elogios, disse que eu era muito }{\b\fs18 bom naquilo}{\fs18 .\cell 
Later, in bed, after sex, Melissa showered me with praise, told me I was very }{\b\fs18 good at}{\fs18  it. \cell }\pard\plain \widctlpar\intbl\adjustright \fs20\lang2057\cgrid {\fs18 \row }\pard\plain \s18\widctlpar\adjustright \fs20\lang2057\cgrid {

\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 
\par 
\par }\pard\plain \s2\keepn\widctlpar\outlinelevel1\adjustright \b\cgrid {\lang2057 3.3 Putting it all together 
\par }\pard\plain \s15\widctlpar\adjustright \lang2057\cgrid {Navigating through a parallel corpus involves deciding whether an L1 or an L2 search term is to be used and deciding whether the s
earch term in question is to be in translational or non-translational language or in a mix of both. The most basic of these decisions is the first one. In section 3.1 I argued that L1}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}
{L2 concordances (based on L1 search terms) are best for promoting language production and that L2}{{\field{\*\fldinst SYMBOL 174 \\f "Symbol" \\s 12}{\fldrslt\f3\fs24}}}{
L1 concordances (based on L2 search terms) are more suitable for language reception. 
\par 
\par It is only after this decision has been made that one should worry about the translational/non-translational language distinction. In section 3
.2 I argued that there are situations in which it is best to shelter learners from translational L2, situations in which translational L2 can be especially useful to learners, and situations in which the distinction between translational and non-translati
onal L2 is not so important.  
\par 
\par When putting it all together, this means that, if the distinction between translational and non-translational language is not an issue, then unidirectional and bi-directional parallel corpora can be used in any direction. How
ever, should the need arise to shelter learners from translational L2, then unidirectional parallel corpora can be used in only one search direction, which will depend on whether the learner\rquote 
s L1 is the source text or the translation language of the corpus
. The same applies to situations in which parallel concordances are used to deliberately expose learners to translational L2. In contrast, bi-directional corpora can still be interrogated in any direction, provided only the part of the corpus which shelte
rs learners from (or exposes them to) translational L2 is used. 
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {
\par }\pard\plain \s2\keepn\widctlpar\outlinelevel1\adjustright \b\cgrid {\lang2057 4. Conclusion
\par }\pard\plain \widctlpar\adjustright \fs20\lang2057\cgrid {\fs24 In addition to the undeniable utility of parallel concordances in translation studies, translator education, the development of bilingual lexicography and machine translation, I
 have argued in this paper that there is also room for the use parallel concordances in second language learning. However, I also hope to have made it clear that it is important to consider carefully when parallel concordances are useful, and to give seri
ous thought as to how to use them. Users must make conscious decisions on whether or not parallel concordances are called for, on whether to use L1 or L2 search terms, and on whether to distinguish between translational and non-translational L2. \sect 
}\sectd \sbknone\linex0\headery709\footery851\colsx709\endnhere\sectdefaultcl \pard\plain \s2\keepn\widctlpar\outlinelevel1\adjustright \b\cgrid {\fs20 
\par \sect }\sectd \sbknone\linex0\headery709\footery851\colsx709\endnhere\sectdefaultcl \pard\plain \s2\keepn\widctlpar\outlinelevel1\adjustright \b\cgrid {References
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