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Pedagogical applications 
Corpora can be used for training and educational purposes and we can indeed 
see that there is now an increasingly established tradition in foreign language 
learning (Braun, 2006; Flowerdew, 2012; Gavioli, 2005; Kohn, 2012 in Bendazzoli, 
2018). As an example, EPIC, which is an organized, indexed sample of 
professional interpretation, is already used for training purposes (even though it 
must be acknowledged that the speed and the fact that speeches are read out limit 
the use of the corpus with advanced students) (Bendazzoli, 2010). As for CIAIR, it 
is used to demonstrate professional strategies and patterns of lag, chunking or 
self-correction to interpreter trainees through a pedagogical tool (Tohyama & 
Matsubara, 2006b). However, the use of corpus-based or corpus-driven methods 
in interpreter training and education is still in its infancy. First of all, having ready-
made interpreting corpora at their disposal can help students to obtain data for 
their MA theses or to carry out small-scale studies which can lead to greater self-
awareness of some processes they have encountered in their curriculum (Dal 

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Corpus-based interpreting studies 
 
page 21 
Fovo, 2011; Sandrelli, 2010). Corpus concordances can also be good materials to 
increase trainees’ awareness of some phraseological units and other language-
specific features that may be an obstacle for the trainee (Aston, 2016; Sandrelli, 
2010, Bale, 2013). Finally, learner corpora which include interpreting students 
(Niemants, 2013; Leung & Yip, 2013 in Bendazzoli, 2018) can also be a relevant 
resource to know the difficulties and challenges faced during the acquisition of 
interpreting skills and to promote self-assessment among learners. Some 
repositories of pedagogical material can even be set up and can then be used by 
trainees so that they are exposed to a wide range of different source and target 
speeches.