SUMMARY
The opening part of the article discusses reasons for the lukewarm reception of language corpora in the language teaching community. The first reason is the complex syntax and rudimentary user interface of early corpora accessible in the 1990s. The second reason why corpora have witnessed a relatively slow start in language teaching is the fear of the unknown and of an unruly linguistic reality that is often at odds with rules taught at school. The practical part of the article presents a survey conducted among Slovene university students of translation. The survey focused on the effect of using a target language corpus in the course of Slovene into English translation in terms of English collocation. It found that the number of collocation errors in translation can be greatly reduced by competent use of a L2 corpus, which yields a translation with a higher level of idiomaticity.