Thomas, Anita 2021 The aim of this article is to discuss the use of online corpora as a resource for foreign language teaching. Corpora allow access to the language in its use, which can be considered more authentic than that found in exercises. This study is based on an analysis of the French relative pronouns qui ('who') and que ('which/that') in their most basic use. An analysis of data from learners of L2 French indicates a preference for the use of qui with animate antecedents and que for inanimates, but there are differences according to the tasks and the learners' L1. Correct production of relative pronouns seems to be more difficult in written than in oral production and less correct with que than with qui. A comparison between the teaching material available on the Point du FLE website and a sample of the ScienQuest written corpus reveals a similar distribution of the two relative pronouns. The discussion is focussing on the contribution of the comparison of different data sources for the development of corpus-informed teaching materials. application/pdf https://folia.unifr.ch/global/documents/309621 https://folia.unifr.ch/documents/309621/files/thomas2021_Corpus_et_exercices_en_ligne_compl_mentarit_.pdf fre info:eu-repo/semantics/openAccess License undefined Bulletin Suisse de Linguistique Appliquée. - 2021, vol. 2 (no. spécial), p. 85-105 Corpus Didactique Langues vivantes Français (langue) Etude et enseignement (Allophones) Corpus d'apprenants Pronoms relatifs corpus informed teaching, learner corpus research, French L2, relative clause, foreign language teaching info:eu-repo/classification/udc/81 Corpus et exercices en ligne, complémentarité ou redondance ? : L’exemple des pronoms relatifs 'qui' et 'que' http://purl.org/coar/resource_type/c_6501