INDONESIAN JOURNAL OF APPLIED LINGUISTICS Vol. 10 No. 3, January 2021, pp. 762-770 Available online at: https://ejournal.upi.edu/index.php/IJAL/article/view/31888 https://doi.org/10.17509/ijal.v10i3.31888 762 Email: sonia.vaupot@ff.uni-lj.si Creating a bilingual dictionary of collocations: A learner-oriented approach Sonia Vaupot * Department of Translation Studies, University of Ljubljana, (Aškerčeva 2, 1000 Ljubljana), Slovenia ABSTRACT Considering the lack of specialised dictionaries in certain fields, a creative way of teaching through corpora-based work was proposed in a seminar for Master's students of translation studies held at the University of Ljubljana, Slovenia. Since phraseology and terminology play an important role both in specialised translation and in the learning path of students of translation studies, this article presents an active approach aimed at creating an online lexicographic resource in languages for specific purposes by using the didactic tool and database ARTES (Aide à la Rédaction de TExtes Scientifiques/Dictionary-assisted writing tool for scientific communication) previously developed at the Université de Paris in France. About thirty Slovene students enrolled in the first year of their Master’s programme have been participating in the bilateral project since 2018. The aims of such an activity are multiple: students learn in a practical way how to compile corpora from the Internet, using the online corpus software Sketch Engine, to find similar linguistic constructions in the source and target languages. They also learn to create an online bilingual phraseological and terminological dictionary to facilitate the translation of specialised texts. In this way, they acquire skills and develop some knowledge in terms of translation, terminology, and discourse phraseology. The article first describes the ARTES online database. Then, we present the teaching methodology and the students' work, which consists of compiling corpora, extracting and translating collocations for the language pair French-Slovene, and entering them in the ARTES database. Finally, we propose an analysis of the most frequent collocation structures in both languages. The language pair considered here is French and Slovene, but the method can be applied to any other language pair. Keywords: Bilingual dictionary; collocations; corpora; language learning; specialised translation First Received: 14 July 2020 Revised: 7 November 2020 Accepted: 28 December 2020 Final Proof Received: 21 January 2021 Published: 31 January 2021 How to cite (in APA style): Vaupot, S. (2021). Creating a bilingual dictionary of collocations: A learner-oriented approach. Indonesian Journal of Applied Linguistics, 10(3), 762-770. https://doi.org/10.17509/ijal.v10i3.31888 INTRODUCTION Idioms and collocations belong to the set phrases of a language. Collocations, arbitrary and recurrent word combinations, are expressions whose importance in language has been increasingly noted in recent years. They are also referred to as prefabricated units, phraseological units, (lexical) chunks, prefabs, multi- word units, etc. (Wray, 2002). The collocations can be divided into two groups: grammatical collocations and lexical collocations. Grammatical collocations consist of a dominant word (noun, adjective, or verb) and a dependent word (preposition or a grammatical structure such as an infinitive or clause). Some examples of grammatical collocations are, for instance, account for, by accident, to be afraid that . Lexical collocations contain various combinations of two equal words (some combinations contain nouns, verbs, adjectives, and adverbs): for example, inflict damage, extreme poverty, directly concerned. The collocations can be a source of difficulty for non-native speakers of a language (Leed & Nakhimovsky, 1979; Mc Alpine & Myles, 2003). A