Learner corpus research is a young but vibrant new brand of research which stands at a crossroads between corpus linguistics, second language acquisition and foreign language teaching. Its origins go back to the late 1980s when academics and publishers started collecting data from foreign/second language learners with a view to advancing our understanding of the mechanisms of second language acquisition and/or developing pedagogical tools and methods that more accurately target the needs of language learners. At first limited to English as a Foreign Language, learner corpus research has begun to spread to a wide range of languages and as a result, the community group of learner corpus researchers is rapidly growing and diversifying. The First Learner Corpus Research Conference organized by the Centre for English Corpus Linguistics of the Université catholique de Louvain in September 2011 aimed to take stock of the advances made in the field in its over twenty years of existence. The resulting proceedings volume covers issues of learner corpus design, collection and annotation and contains reports on various aspects of (written and spoken) learner interlanguage - pronunciation, prosody, grammar, lexis, phraseology and discourse - as well as design of learner-corpus-informed tools. The volume also explores some of the ways in which learner corpus research could develop in the near future.
A comparison of learner and native speaker writing in online self-presentations: pedagogical applications
págs. 1-10
Classifying intermediate learner English: a data-driven approach to learner corpora
págs. 11-23
L1 transfer versus fixed chunks: a learner corpus-based study of L2 German
págs. 25-35
págs. 37-47
The Corpus of Academic Learner English (CALE): a new resource for the study and assessment of advanced language proficiency
págs. 49-59
págs. 61-74
págs. 75-88
Phrasal verbs in a longitudinal learner corpus: quantitative findings
págs. 89-101
The search for sophisticated language in advanced EFL writing: a longitudinal study
págs. 103-116
págs. 117-127
Investigating lexical difficulties of learners in the error-annotated UPF learner translation corpus
págs. 129-137
págs. 139-154
If-conditionals in ICLE and the BNC: a success story for teaching or learning?
págs. 155-166
"This" and "that" in native and learner English: from typology of use to tagset characterisation
págs. 167-177
The lexicon of spoken Italian by foreigners: a study on the acquisition of vocabulary by L2 Italian learners between measures of lexical richness and lexical fields
págs. 179-195
págs. 197-210
págs. 211-222
Underuse of syntactic categories in Falko: a case study on modification
Hagen Hirschmann, Anke Lüdeling, Ines Rehbein, Marc Reznicek, Amir Zeldes
págs. 223-234
Morphology, lexical priming and second language acquisition: a corpus-study on learner Finnish
págs. 235-245
págs. 247-261
págs. 263-276
A comparison of spoken and written learner corpora: analyzing developmental 277 patterns of vocabulary used by Japanese EFL learners
págs. 277-287
págs. 289-299
págs. 301-311
Corpus and experimental data: subjects in second language research
págs. 313-323
págs. 325-334
The TREACLE project: profiling learner proficiency using error and syntactic analysis
págs. 335-344
págs. 345-356
págs. 357-366
Analysing the use of vague language in spoken interlanguage: a corpus-based study of a group of Brazilian university students learning English as a second language
págs. 367-376
Writer/reader visibility in learner writing across genres: a comparison of the French and Norwegian components of the ICLE and VESPA learner corpora
págs. 377-387
On the use of spatial prepositions: differences in L1 and L2 English
págs. 389-400
págs. 401-410
págs. 411-422
págs. 423-433
A learner corpus of Czech: current state and future directions
Barbora Stindlová, Svatava Skodová, Alexandr Rosen, Jirka Hana
págs. 435-446
págs. 447-454
págs. 455-462
págs. 463-478
págs. 479-491
Annotation of collocations in a learner corpus for building a learning environment
Leo Wanner, Margarita Alonso-Ramos, Orsolya Vincze, Rogelio Nazar, Gabriela Ferraro, Estela Mosqueira Suárez, Sabela Prieto González
págs. 493-503
págs. 505-514
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