1887
Volume 10, Issue 1
  • ISSN 2215-1478
  • E-ISSN: 2215-1486
Preview this article:

Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/ijlcr.00039.got
2024-06-28
2025-02-08
Loading full text...

Full text loading...

/deliver/fulltext/ijlcr.00039.got.html?itemId=/content/journals/10.1075/ijlcr.00039.got&mimeType=html&fmt=ahah

References

  1. Ackerley, K.
    (2013) A comparison of learner and native speaker writing in online self-presentations: Pedagogical applications. InS. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty years of Learner Corpus Research: Looking back, moving ahead (pp. 1–10). Presses universitaires de Louvain.
    [Google Scholar]
  2. (2015) Short-term effects of students’ exploration of corpora: A longitudinal study of pre- and post-modification of noun phrases in learner English. InE. Castello, K. Ackerley, & F. Coccetta (Eds.), Studies in learner corpus linguistics: Research and applications for Foreign Language Teaching and assessment (pp. 199–218). Peter Lang.
    [Google Scholar]
  3. Aston, G.
    (2008) It’s only human…. InA. Martelli, & V. Pulcini (Eds.), Investigating English with corpora: Studies in honour of Maria Teresa Prat (pp. 343–354). Monza.
    [Google Scholar]
  4. Attali, Y., & Burstein, J.
    (2006) Automatic essay scoring with e-rater® v.2. Journal of Technology, Learning, and Assessment, 4(3). https://files.eric.ed.gov/fulltext/EJ1110978.pdf
    [Google Scholar]
  5. Barker, F., Salamoura, A., & Saville, N.
    (2015) Learner corpora and language testing. InS. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of Learner Corpus Research (pp. 511–533). Cambridge University Press. 10.1017/CBO9781139649414.023
    https://doi.org/10.1017/CBO9781139649414.023 [Google Scholar]
  6. Belz, J., & Vyatkina, N.
    (2008) The pedagogical mediation of a developmental learner corpus for classroom-based language instruction. Language Learning & Technology, 12(3), 33–52.
    [Google Scholar]
  7. Bestgen, Y., & Granger, S.
    (2011) Categorising spelling errors to assess L2 writing. International Journal of Continuing Engineering Education and Life-Long Learning, 21(2/3), 235–252. 10.1504/IJCEELL.2011.040201
    https://doi.org/10.1504/IJCEELL.2011.040201 [Google Scholar]
  8. Boulton, A.
    (2012) Hands-on /hands-off: Alternative approaches to data-driven learning. InJ. Thomas & A. Boulton (Eds.), Input, process, and product: Developments in teaching and language corpora (pp. 152–168). Masaryk University Press.
    [Google Scholar]
  9. Boulton, A., & Vyatkina, N.
    (2021) Thirty years of data-driven learning: Taking stock and charting new directions over time. Language Learning & Technology, 25(3), 66–89.
    [Google Scholar]
  10. Callies, M., & Götz, S.
    (Eds.) (2015a) Learner corpora in language testing and assessment. John Benjamins. 10.1075/scl.70
    https://doi.org/10.1075/scl.70 [Google Scholar]
  11. (2015b) Learner corpora in language testing and assessment: Prospects and challenges. InM. Callies & S. Götz (Eds.), Learner corpora in language testing and assessment (pp. 1–9). John Benjamins. 10.1075/scl.70.001int
    https://doi.org/10.1075/scl.70.001int [Google Scholar]
  12. Callies, M., Dìez-Bedmar, B., & Zaytseva, E.
    (2014) Using learner corpora for testing and assessment: Current practice and future challenges. InE. Castello, K. Ackerley, & F. Coccetta (Eds.), Studies in Learner Corpus Linguistics: Research and applications for foreign language teaching and assessement (pp. 21–35). Peter Lang.
    [Google Scholar]
  13. Cambridge Advanced Learner’s Dictionary
    Cambridge Advanced Learner’s Dictionary (4th ed.) (2013) Cambridge University Press.
  14. Cambridge Learner Corpus: A typology of exercises
  15. Campillos Llanos, L.
    (2012) Designing a search interface for a Spanish learner oral corpus: The end-user’s evaluation. InProceedings of the Eighth International Conference on Language Resources and Evaluation (LREC 2012), Istanbul, Turkey (pp. 241–248). www.lrec-conf.org/proceedings/lrec2012/pdf/574_Paper.pdf
    [Google Scholar]
  16. Carter, R., & McCarthy, M.
    (2006) Cambridge Grammar Today: A comprehensive guide. Cambridge University Press.
    [Google Scholar]
  17. Carter, R., McCarthy, M., Mark, G., & O’Keeffe, A.
    (2011) The English Grammar Today. Cambridge University Press.
    [Google Scholar]
  18. Chambers, A.
    (2015) The learner corpus as a pedagogic corpus. InS. Granger, G. Gilquin, & F. Meunier (Eds.), Cambridge handbook of Learner Corpus Research (pp. 445–464). Cambridge University Press. 10.1017/CBO9781139649414.020
    https://doi.org/10.1017/CBO9781139649414.020 [Google Scholar]
  19. Charles, M.
    (2018) Corpus-assisted editing for doctoral students: More than just concordancing. Journal of English for Academic Purposes, 361, 15–25. 10.1016/j.jeap.2018.08.003
    https://doi.org/10.1016/j.jeap.2018.08.003 [Google Scholar]
  20. Chuang, F.-Y., & Nesi, H.
    (2007) Grammar Talk: Developing computer-based materials for Chinese EAP students. InO. Alexander (Ed.), New approaches to materials development for language learning (pp. 315–330). Peter Lang.
    [Google Scholar]
  21. Cotos, E.
    (2014) Enhancing writing pedagogy with learner corpus data. ReCALL, 26(2), 202–224. 10.1017/S0958344014000019
    https://doi.org/10.1017/S0958344014000019 [Google Scholar]
  22. Council of Europe
    Council of Europe (2017) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
    [Google Scholar]
  23. Cowan, R., Choi, E. E., & Kim, D. H.
    (2003) Four questions for error diagnosis and correction in CALL. CALICO Journal, 20(3), 451–463. 10.1558/cj.v20i3.451‑463
    https://doi.org/10.1558/cj.v20i3.451-463 [Google Scholar]
  24. Cowan, R., Choo, J., & Lee, G. S.
    (2014) ICALL for improving Korean L2 writers’ ability to edit grammatical errors. Language Learning and Technology, 18(3), 193–207.
    [Google Scholar]
  25. Crosthwaite, P.
    (2012) Learner corpus linguistics in the EFL classroom. PASAA Journal, 441, 133–147. 10.58837/CHULA.PASAA.44.1.6
    https://doi.org/10.58837/CHULA.PASAA.44.1.6 [Google Scholar]
  26. De Cock, S., & Granger, S.
    (2005) Computer learner corpora and monolingual learners’ dictionaries: The perfect match. Lexicographica, 201, 72–86. 10.1515/9783484604674.72
    https://doi.org/10.1515/9783484604674.72 [Google Scholar]
  27. Díez-Bedmar, B.
    (2015) Article use and criterial features in Spanish EFL writing: A pilot study from CEFRR A2 to B2 levels. InM. Callies & S. Götz (Eds.), Learner corpora in language testing and assessment (pp. 163–190). John Benjamins. 10.1075/scl.70.07die
    https://doi.org/10.1075/scl.70.07die [Google Scholar]
  28. Dumont, A.
    (2017) The contribution of learner corpora to the substantiation of fluency levels. InP. De Haan, R. D. Vries, & S. Van Vuuren (Eds.), Language, learners and levels: Progression and variation (pp. 281–308). Presses universitaires de Louvain.
    [Google Scholar]
  29. Falk, S., & Götz, S.
    (2016) Interactivity in mobile learning applications: A case study based on Duolingo. InT. Zeyer, S. Stuhlmann, & R. D. Jones (Eds.), Interaktivität beim Fremdsprachenlehren und -lernen mit digitalen Medien. Hit oder Hype? (pp. 237–258). Narr.
    [Google Scholar]
  30. Feak, C. B., Reinhard, S. M., & Rohlck, T. N.
    (2009) Academic interactions: Communicating on campus. Michigan University Press.
    [Google Scholar]
  31. Flowerdew, L.
    (2012) Corpora and language education. Palgrave Macmillan. 10.1057/9780230355569
    https://doi.org/10.1057/9780230355569 [Google Scholar]
  32. Forti, L.
    (2023a) The learner corpus advantage in data-driven learning activity design. Poster presented atEUROCALL 2023: CALL for all languages, 15–18 August 2023, Reykjavik, University of Iceland.
    [Google Scholar]
  33. (2023b) Learner corpora and the design of data-driven learning activities. EUROCALL 2023: CALL for all Languages, 15–18 August 2023, Reykjavik, University of Iceland. 10.4995/EuroCALL2023.2023.16959
    https://doi.org/10.4995/EuroCALL2023.2023.16959 [Google Scholar]
  34. Fuster-Márquez, M., & Gregori-Signes, C.
    (2018) Learning from learners: A non-standard direct approach to the teaching of writing skills in EFL in a university context. Innovation in Language Learning and Teaching, 12(2), 164–176. 10.1080/17501229.2016.1142549
    https://doi.org/10.1080/17501229.2016.1142549 [Google Scholar]
  35. Gablasova, D., & Bottini, R.
    (2022) Spoken learner corpora for language teaching. InR. R. Jablonkai, & E. Csomay (Eds.), Routledge handbook of corpora in English Language Teaching and Learning (pp. 296–310). Routledge. 10.4324/9781003002901‑24
    https://doi.org/10.4324/9781003002901-24 [Google Scholar]
  36. Gaskell, D., & Cobb, T.
    (2004) Can learners use concordance feedback for writing errors?System, 32(3), 301–319. 10.1016/j.system.2004.04.001
    https://doi.org/10.1016/j.system.2004.04.001 [Google Scholar]
  37. Gilquin, G.
    (2015) From design to collection of learner corpora. InS. Granger, G. Gilquin, & F. Meunier (Eds.) The Cambridge handbook of Learner Corpus Research (pp. 9–34). Cambridge University Press. 10.1017/CBO9781139649414.002
    https://doi.org/10.1017/CBO9781139649414.002 [Google Scholar]
  38. (2022) Written learner corpora to inform teaching. InR. R. Jablonkai, & E. Csomay (Eds.), Routledge handbook of corpora in English Language Teaching and Learning (pp. 281–295). London: Routledge. 10.4324/9781003002901‑23
    https://doi.org/10.4324/9781003002901-23 [Google Scholar]
  39. Götz, S.
    (2015) Tense and aspect errors in spoken learner language: Implications for language testing and assessment. InM. Callies, & S. Götz (Eds.), Learner corpora in language testing and assessment (pp. 191–215). John Benjamins. 10.1075/scl.70.08got
    https://doi.org/10.1075/scl.70.08got [Google Scholar]
  40. (2019) Filled pauses across proficiency levels, L1s and learning context variables: A multivariate exploration of the Trinity Lancaster Corpus Sample. International Journal of Learner Corpus Research, 5(2), 159–180. 10.1075/ijlcr.17018.got
    https://doi.org/10.1075/ijlcr.17018.got [Google Scholar]
  41. (2022) Learner corpora to inform testing and assessment. InR. R. Jablonkai, & E. Csomay (Eds.), The Routledge handbook of corpora and English Language Teaching and Learning (pp. 311–326). Routledge. 10.4324/9781003002901‑25
    https://doi.org/10.4324/9781003002901-25 [Google Scholar]
  42. Götz, S., & Mukherjee, J.
    (Eds.) (2019) Learner corpora and language teaching. John Benjamins. 10.1075/scl.92
    https://doi.org/10.1075/scl.92 [Google Scholar]
  43. Granger, S.
    (1998) Prefabricated patterns in advanced EFL writing: Collocations and formulae. InA. P. Cowie (Ed.), Phraseology: Theory, analysis, and applications (pp. 145–160). Oxford university press. 10.1093/oso/9780198294252.003.007
    https://doi.org/10.1093/oso/9780198294252.003.007 [Google Scholar]
  44. (2002) A bird’s eye view of learner corpus research. InS. Granger, J. Hung, & J. Petch-Tyson (Eds.), Computer learner corpora, Second Language Acquisition and Foreign Language Teaching (pp. 3–33). John Benjamins. 10.1075/lllt.6.04gra
    https://doi.org/10.1075/lllt.6.04gra [Google Scholar]
  45. (2003) The International Corpus of Learner English: A new resource for foreign language learning and teaching and Second Language Acquisition research. TESOL Quarterly, 37(3), 538. 10.2307/3588404
    https://doi.org/10.2307/3588404 [Google Scholar]
  46. (2009) The contribution of learner corpora to Second Language Acquisition and Foreign Language Teaching: A critical evaluation. InK. Aijmer (Ed.), Corpora and language teaching (pp. 13–33). Amsterdam: John Benjamins. 10.1075/scl.33.04gra
    https://doi.org/10.1075/scl.33.04gra [Google Scholar]
  47. (2013) The passive in learner English: Corpus insights and implications for pedagogical grammar. InI. Ishikawa (Ed.), Learner corpus studies in Asia and the world (pp. 5–15). Kobe University: Kobe.
    [Google Scholar]
  48. (2015) The contribution of learner corpora to reference and instructional materials design. InS. Granger, G. Gilquin, & F. Meunier (Eds.) The Cambridge handbook of Learner Corpus Research (pp. 485–510). Cambridge University Press. 10.1017/CBO9781139649414.022
    https://doi.org/10.1017/CBO9781139649414.022 [Google Scholar]
  49. Granger, S., Dupont, M., Meunier, F., Naets, H., & Paquot, M.
    (2020) The International Corpus of Learner English. Version 3. Presses universitaires de Louvain.
    [Google Scholar]
  50. Granger, S., Kraif, O., Ponton, C., Antoniadis, G., & Zampa, V.
    (2007) Integrating learner corpora and natural language processing: A crucial step towards reconciling technological sophistication and pedagogical effectiveness. ReCALL, 19(3), 252–268. 10.1017/S0958344007000237
    https://doi.org/10.1017/S0958344007000237 [Google Scholar]
  51. Granger, S., & Tribble, C.
    (1998) Learner corpus data in the foreign language classroom: form-focused instruction and data-driven learning. InS. Granger (Ed.), Learner English on computer (pp. 199–209). Addison Wesley Longman.
    [Google Scholar]
  52. Gyllstad, H., & Snoder, P.
    (2021) Exploring learner corpus data for language testing and assessment purposes: The case of verb + noun collocations. InS. Granger (Ed.), Perspectives on the L2 phrasicon: The view from learner corpora (pp. 49–71). Bristol: Multilingual Matters. 10.21832/9781788924863‑004
    https://doi.org/10.21832/9781788924863-004 [Google Scholar]
  53. Han, N.-R., Tetreault, J., Lee, S. H., & Ha, J. Y.
    (2010) Using an error-annotated learner corpus to develop an ESL/EFL error correction system. InProceedings of the Seventh International Conference on Language Resources and Evaluation (LREC 2010). Malta, (pp. 763–770). www.lrec-conf.org/proceedings/lrec2010/pdf/821_Paper.pdf
    [Google Scholar]
  54. Hargreaves, P.
    (2000) How important is collocation in testing the learner’s language proficiency?InM. Lewis (Ed.), Teaching collocation – Further developments in the lexical approach (pp. 205–223). Language Teaching Publications.
    [Google Scholar]
  55. Hartle, S.
    (2023) From learner corpus to data-driven learning (DDL): Improving lexical usage in academic writing. EuroAmerican Journal of Applied Linguistics and Languages, 10(2), 9–31. 10.21283/2376905X.1.10.2.2748
    https://doi.org/10.21283/2376905X.1.10.2.2748 [Google Scholar]
  56. Hawkins, J. A., & Buttery, P.
    (2010) Criterial features in learner corpora: Theory and illustrations. English Profile Journal, 1(1), 1–23. 10.1017/S2041536210000036
    https://doi.org/10.1017/S2041536210000036 [Google Scholar]
  57. Hawkins, J. A., & Filipović, L.
    (2012) Criterial features in L2 English: Specifying the reference levels of the Common European Framework. Cambridge University Press.
    [Google Scholar]
  58. Hegelheimer, V.
    (2006) Helping ESL writers through a multimodal, corpus-based, online Grammar Resource. CALICO Journal, 24(1), 5–31. 10.1558/cj.v24i1.5‑31
    https://doi.org/10.1558/cj.v24i1.5-31 [Google Scholar]
  59. Hegelheimer, V., & Fisher, D.
    (2006) Grammar, writing, and technology: A sample technology-supported approach to teaching grammar and improving writing for ESL learners. CALICO Journal, 23(2), 257–279. 10.1558/cj.v23i2.257‑279
    https://doi.org/10.1558/cj.v23i2.257-279 [Google Scholar]
  60. Heift, T.
    (2001) Error-specific and individualized feedback in a web-based language tutoring system: Do they read it?ReCALL, 13(2), 129–142. 10.1017/S095834400100091X
    https://doi.org/10.1017/S095834400100091X [Google Scholar]
  61. Heift, T., & Caws, C.
    (2013) Recycling learner data to construct data-driven learning tools: Practical applications for the learner, the instructor, and the teacher. InProceedings of the 6th edition of the ICT for Language Learning Conference. Florence, Italy. https://conference.pixel-online.net/conferences/ICT4LL2013/common/download/Paper_pdf/009-ITL02-FP-Heift-ICT2013.pdf
    [Google Scholar]
  62. Higgins, D., Ramineni, C., & Zechner, K.
    (2015) Learner corpora and automatic scoring. InS. Granger, G. Gilquin, & F. Meunier (Eds.) The Cambridge handbook of Learner Corpus Research (pp. 587–604). Cambridge University Press. 10.1017/CBO9781139649414.026
    https://doi.org/10.1017/CBO9781139649414.026 [Google Scholar]
  63. Hsieh, W. M., & Liou, H. C.
    (2008) A case study of corpus-informed online academic writing for EFL graduate students. CALICO Journal, 26(1), 28–47. 10.1558/cj.v26i1.28‑47
    https://doi.org/10.1558/cj.v26i1.28-47 [Google Scholar]
  64. Hulstijn, J. H.
    (2010) Linking L2 proficiency to L2 acquisition: Opportunities and challenges of profiling research. InI. Bartning, M. Martin, & I. Vedder (Eds.), Communicative proficiency and linguistic development: intersections between SLA and language testing research. (Eurosla monographs series; No. 1). European Second Language Association (pp. 233–238). eurosla.org/monographs/EM01/233-238Hulstijn.pdf
    [Google Scholar]
  65. Jordan, G.
    (2015) Geoff Jordan vs. Duolingo. ELT Jam. https://learnjam.com/geoff-jordan-vs-duolingo/
  66. Klimova, M. A., Smilga, V. K., & Overnikova, D. A.
    (2021) Using an error-annotated learner corpus (REALEC) in DDL lessons. Proceedings of the International Conference Corpus Linguistics 2021 (pp. 112–121), St. Petersburg. https://www.hse.ru/data/2021/09/22/1474091483/kli%20Corpora-2021_paper_23%20(1).pdf
    [Google Scholar]
  67. Kyle, K.
    (2021a) Introduction: Natural language processing for Learner Corpus Research. International Journal of Learner Corpus Research, 7(1), 1–16. 10.1075/ijlcr.00019.int
    https://doi.org/10.1075/ijlcr.00019.int [Google Scholar]
  68. (Ed.) (2021b) Special issue on Natural Language Processing for Learner Corpus Research. International Journal of Learner Corpus Research, 7(1). John Benjamins.
    [Google Scholar]
  69. Landauer, T. K., Laham, D., & Foltz, P. W.
    (2003) Automated scoring and annotation of essays with the Intelligent Essay Assessor. InM. D. Shermis, & J. Burnstein (Eds.), Automated essay scoring: A Cross-disciplinary perspective (pp. 87–112). Erlbaum.
    [Google Scholar]
  70. Leacock, C., Chodrow, M., & Tetrault, J.
    (2015) Automatic grammar- and spell-checking for language learners. InS. Granger, G. Gilquin, & F. Meunier (Eds.) The Cambridge handbook of Learner Corpus Research (pp. 567–586). Cambridge University Press. 10.1017/CBO9781139649414.025
    https://doi.org/10.1017/CBO9781139649414.025 [Google Scholar]
  71. Leech, G.
    (1997) Teaching and language corpora: A convergence. InA. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and language corpora (pp. 1–23). Longman.
    [Google Scholar]
  72. Leńko-Szymańska, A.
    (2015) The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data. InM. Callies, & S. Götz (Eds.) Learner corpora in Language Testing and Assessment (pp. 115–140). John Benjamins. 10.1075/scl.70.05len
    https://doi.org/10.1075/scl.70.05len [Google Scholar]
  73. Llorente, R., Morant, M., & Garrigos-Simon, F. J.
    (2012) Crowdlearning, applying social collaboration in higher education. Proceedings of new perspectives in science education. conference.pixel-online.net/NPSE/files/npse/ed0004/FP/1550-SERA935-FP-NPSE4.pdf
    [Google Scholar]
  74. Lo, Y.-C., Chen, J.-J., Yang, C.-Y., & Chang, J. S.
    (2018) Cool English: A grammatical error correction system based on large learner corpora. InSystem Demonstrations: Proceedings from the 27th international conference on computational linguistics (pp.82–85). Santa Fehttps://aclanthology.org/C18-2018.pdf
    [Google Scholar]
  75. Longman Dictionary of Contemporary English
    Longman Dictionary of Contemporary English. Sixth edition (2014) Longman.
  76. Lorenz, G. R.
    (1999) Adjective intensification – Learners versus native speakers: A corpus study of argumentative writing. Rodopi. 10.1163/9789004653696
    https://doi.org/10.1163/9789004653696 [Google Scholar]
  77. Luo, Q., & Zhou, J.
    (2017) Data-driven learning in second language writing class: A survey of empirical studies. International Journal of Emerging Technologies in Learning, 12(3), 182–196. 10.3991/ijet.v12i03.6523
    https://doi.org/10.3991/ijet.v12i03.6523 [Google Scholar]
  78. Lusta, A., Demirel , O., & Mohammadzadeh, B.
    (2023) Language corpus and data driven learning (DDL) in language classrooms: A systematic review. Heliyon, 91, e22731. https://www.sciencedirect.com/science/article/pii/S2405844023099395/pdfft?md5=8c1dadf8f06fa539105abcf8b6774aff&pid=1-s2.0-S2405844023099395-main.pdf. 10.1016/j.heliyon.2023.e22731
    https://doi.org/10.1016/j.heliyon.2023.e22731 [Google Scholar]
  79. Macmillan English dictionary for advanced learners
    Macmillan English dictionary for advanced learners. Second edition (2007) Macmillan Education.
  80. Marchand, T., & Akutsu, S.
    (2015) First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication. InM. Callies, & S. Götz (Eds.), Learner corpora in Language Testing and Assessment (pp. 85–112). John Benjamins. 10.1075/scl.70.04mar
    https://doi.org/10.1075/scl.70.04mar [Google Scholar]
  81. Martinez-Garcia, M. T., & Wulff, S.
    (2012) Not wrong, yet not quit right: Spanish ESL students’ use of gerundial and infinitival complementation. International Journal of Applied Linguistics, 22(2), 225–244. 10.1111/j.1473‑4192.2012.00310.x
    https://doi.org/10.1111/j.1473-4192.2012.00310.x [Google Scholar]
  82. McCarthy, M.
    (2014) Putting the CEFR to good use: Designing grammars based on learner-corpus evidence. Language Teaching, 49(1), 99–115. 10.1017/S0261444813000189
    https://doi.org/10.1017/S0261444813000189 [Google Scholar]
  83. Mendikoetxea, A., Murcia-Biels, S., & Rollinson, P.
    (2010) Focus on errors: Learner corpora and pedagogical tools. InM. Campoy-Cubillo, B. Bellés-Fortuño, & L. Gea-Valor (Eds), Corpus-based approaches to English Language Teaching (pp. 180–194). Continuum.
    [Google Scholar]
  84. Meurers, D.
    (2015) Learner corpora and natural language processing. InS. Granger, G. Gilquin, & F. Meunier (Eds.), Cambridge handbook of Learner Corpus Research (pp. 537–566). Cambridge University Press. 10.1017/CBO9781139649414.024
    https://doi.org/10.1017/CBO9781139649414.024 [Google Scholar]
  85. Millar, N., & Lehtinen, B.
    (2008) DIY local learner corpora: Bridging gaps between theory and practice, The JALT CALL Journal, 4(2), 61–72. 10.29140/jaltcall.v4n2.63
    https://doi.org/10.29140/jaltcall.v4n2.63 [Google Scholar]
  86. Milton, J.
    (2006) Resource-rich web-based feedback: Helping learners become independent writers. InK. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 123–137). Cambridge University Press. 10.1017/CBO9781139524742.009
    https://doi.org/10.1017/CBO9781139524742.009 [Google Scholar]
  87. Mitton, R., & Okada, T.
    (2007) The adaptation of an English spellchecker for Japanese writers. Symposium for Second Language Writing. Nagoya, Japan. https://eprints.bbk.ac.uk/id/eprint/592/3/592.pdf
    [Google Scholar]
  88. Moon, S., & Oh, S.
    (2018) Unlearning overgenerated be through data-driven learning in the secondary EFL classroom. ReCALL, 30(1), 48–67. 10.1017/S0958344017000246
    https://doi.org/10.1017/S0958344017000246 [Google Scholar]
  89. Mukherjee, J., & Götz, S.
    (2015) Learner corpora and learning context. InS. Granger, G. Gilquin, & F. Meunier (Eds), Cambridge handbook of Learner Corpus Research (pp. 423–442). Cambridge University Press. 10.1017/CBO9781139649414.019
    https://doi.org/10.1017/CBO9781139649414.019 [Google Scholar]
  90. Negishi, M., Takada, T., & Tono, Y.
    (2013) A progress report on the development of the CEFR-J. InE. D. Galaczi, & C. J. Weir (Eds.), Exploring language frameworks (pp. 137–165). Cambridge University Press.
    [Google Scholar]
  91. Nesselhauf, N.
    (2004) Learner corpora and their potential in language teaching. InJ. Sinclair (Ed.), How to use corpora in language teaching (pp. 125–52). John Benjamins. 10.1075/scl.12.11nes
    https://doi.org/10.1075/scl.12.11nes [Google Scholar]
  92. Nicholls, D.
    (2003) The Cambridge Learner Corpus: Error coding and analysis for lexicography and ELT. InD. Archer, P. Rayson, A. Wilson, & T. McEnery (Eds.), Proceedings of the Corpus Linguistics 2003 conference (pp. 572–581). UCRE Technical Paper 16. Lancaster University, https://ucrel.lancs.ac.uk/publications/cl2003/papers/nicholls.pdf
    [Google Scholar]
  93. Novikov, A., & Vinokurova, V.
    (2022) Learner corpus as a medium for tasks. InS. V. Nuss, & M. W. Whitehead (Eds.), Task-based instruction for teaching Russian as a foreign language (pp. 47–64). Routledge. 10.4324/9781003146346‑4
    https://doi.org/10.4324/9781003146346-4 [Google Scholar]
  94. O’Dell, F.
    (2005) How the Cambridge Learner Corpus helps with materials writing. Humanising Language Teaching, 7(1).
    [Google Scholar]
  95. Orenha-Ottaiano, A.
    (2012) English collocations extracted from a corpus of university learners and its contribution to a language teaching pedagogy. Acta Scientiarum. Language and Culture Maringá, 34(2), 241–251. 10.4025/actascilangcult.v34i2.17130
    https://doi.org/10.4025/actascilangcult.v34i2.17130 [Google Scholar]
  96. Ortega, L.
    (2003) Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics, 24(4), 492–518. 10.1093/applin/24.4.492
    https://doi.org/10.1093/applin/24.4.492 [Google Scholar]
  97. Page, E. B.
    (2003) Project essay grade: PEG. InM. D. Shermis, & J. Burnstein (Eds.), Automated essay scoring: A cross-disciplinary perspective (pp. 43–54). Erlbaum.
    [Google Scholar]
  98. Palacios-Martínez, I., & Martínez-Insua, A.
    (2006) Connecting linguistic description and language teaching: Native and learner use of existential there. International Journal of Applied Linguistics, 16(2), 213–231. 10.1111/j.1473‑4192.2006.00114.x
    https://doi.org/10.1111/j.1473-4192.2006.00114.x [Google Scholar]
  99. Pérez Cañado, M. L., & Díez Bedmar, M. B.
    (2006) Data-driven learning and awareness-raising: An effective tandem to improve grammar in written composition?International Journal of Emerging Technologies in Learning (iJET), 1(3) 10.3991/ijet.v1i3.55
    https://doi.org/10.3991/ijet.v1i3.55 [Google Scholar]
  100. Pérez-Paredes, P.
    (2003) Integrating networked learner oral corpora into foreign language instruction. InS. Granger, & S. Petch-Tyson (Eds.), Extending the scope of corpus-based research: New applications, new challenges (pp. 249–261). Rodopi. 10.1163/9789042029248_019
    https://doi.org/10.1163/9789042029248_019 [Google Scholar]
  101. Rankin, T., & Schiftner, B.
    (2011) Marginal prepositions in learner English: Applying local corpus data. International Journal of Corpus Linguistics, 16(3), 412–434. 10.1075/ijcl.16.3.07ran
    https://doi.org/10.1075/ijcl.16.3.07ran [Google Scholar]
  102. Rimrott, A., & Heift, T.
    (2008) Evaluating automatic detection of misspellings in German. Language Learning and Technology, 12(3), 73–92.
    [Google Scholar]
  103. Rozovskaya, A., & Roth, D.
    (2010) Training paradigms for correcting errors in grammar and usage in human language technologies. The 2010 Annual Conference of the North American Chapter of the Association for Computational Linguistics (pp. 154–162). Los Angeles: The Association for Computational Linguistics.
    [Google Scholar]
  104. Rudner, L. M., Garcia, V., & Welch, C.
    (2006) An evaluation of IntelliMetricSM essay scoring system. The Journal of Technology, Learning and Assessment, 4(4). https://files.eric.ed.gov/fulltext/EJ843850.pdf
    [Google Scholar]
  105. Salamoura, A.
    (2008) Aligning English Profile research data to the CEFR. Cambridge ESOL: Research Notes, 331, 5–7.
    [Google Scholar]
  106. Samoudi, N., & Modirkhamene, S.
    (2022) Concordancing in writing pedagogy and CAF measures of writing. International Review of Applied Linguistics in Language Teaching, 60(3), 699–722. 10.1515/iral‑2020‑2014
    https://doi.org/10.1515/iral-2020-2014 [Google Scholar]
  107. Schmidt, R. W.
    (1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. 10.1093/applin/11.2.129
    https://doi.org/10.1093/applin/11.2.129 [Google Scholar]
  108. Schmidt, R.
    (1993) Awareness and second language acquisition. Annual Review of Applied Linguistics, 131, 206–226. 10.1017/S0267190500002476
    https://doi.org/10.1017/S0267190500002476 [Google Scholar]
  109. Schmidt, T., & Strasser, T.
    (2022) Artificial intelligence in foreign language learning and teaching. Anglistik, 331, 165–184. 10.33675/ANGL/2022/1/14
    https://doi.org/10.33675/ANGL/2022/1/14 [Google Scholar]
  110. Schweinberger, M.
    (2020) How Learner Corpus Research can inform language learning and teaching: An analysis of adjective amplification among L1 and L2 English speakers. Australian Review of Applied Linguistics, 43(2), 196–218. 10.1075/aral.00032.sch
    https://doi.org/10.1075/aral.00032.sch [Google Scholar]
  111. Seidlhofer, B.
    (2002) Pedagogy and local learner corpora: Working with learning-driven data. InS. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching (pp. 213–234). John Benjamins. 10.1075/lllt.6.14sei
    https://doi.org/10.1075/lllt.6.14sei [Google Scholar]
  112. Staples, S., Dang, A., & Wang, H.
    (2023) Learner corpora in corpus-informed instruction: Moving toward an asset- and genre-based model. TESOL Quarterly, early view. https://onlinelibrary.wiley.com/doi/epdf/10.1002/tesq.329310.1002/tesq.3293
    https://doi.org/10.1002/tesq.3293 [Google Scholar]
  113. Storch, N.
    (2009) The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing, 18(2), 103–118. 10.1016/j.jslw.2009.02.003
    https://doi.org/10.1016/j.jslw.2009.02.003 [Google Scholar]
  114. Swan, M.
    (2005) Practical English Usage. 3rd edition. Oxford University Press.
    [Google Scholar]
  115. Tetrault, J., Chodrow, M., & Madnani, N.
    (2014) Bucking the trend: Improved evaluation and annotation practices for ESL error detection systems. Language Resources and Evaluation, 48(1), 5–31. 10.1007/s10579‑013‑9243‑2
    https://doi.org/10.1007/s10579-013-9243-2 [Google Scholar]
  116. Thewissen, J.
    (2012) Accuracy across proficiency levels: Insights from an error-tagged EFL learner corpus [Unpublished doctoral dissertation]. Université catholique de Louvain.
  117. (2013) Capturing L2 accuracy developmental patterns: Insights from an error-tagged EFL learner corpus. The Modern Language Journal, 97(1), 77–101. 10.1111/j.1540‑4781.2012.01422.x
    https://doi.org/10.1111/j.1540-4781.2012.01422.x [Google Scholar]
  118. Todd, R. W.
    (2001) Induction from self-selected concordances and self-correction. System, 29(1), 91–102. 10.1016/S0346‑251X(00)00047‑6
    https://doi.org/10.1016/S0346-251X(00)00047-6 [Google Scholar]
  119. Tognini-Bonelli, E.
    (2001) Corpus linguistics at work. John Benjamins. 10.1075/scl.6
    https://doi.org/10.1075/scl.6 [Google Scholar]
  120. Tribble, C., & Jones, G.
    (1997[1990]) Concordances in the classroom. Athelstand Publications.
    [Google Scholar]
  121. Umezawa, J., Mizuno, J., Okazaki, N., & Inui, K.
    (2013) Evidence in automatic error correction improves learners’ English skill. InA. Gelbukh (Ed.), Computational linguistics and intelligent text processing. CICLing 2013. Lecture notes in computer science, vol78171. Springer. 10.1007/978‑3‑642‑37256‑8_46
    https://doi.org/10.1007/978-3-642-37256-8_46 [Google Scholar]
  122. Usami, H.
    (2013) Using a learner corpus to improve distractors in multiple choice grammar questions. InS. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty years of Learner Corpus Research: Looking back, moving ahead. Proceedings of the first learner corpus research conference (LCR 2011) (pp. 455–462). Presses universitaires de Louvain.
    [Google Scholar]
  123. von Ahn, L.
    (2013) Duolingo: learn a language for free while helping to translate the web. InJ. Kim, J. Nichols, & P. Szekely (Eds.), Proceedings of the 2013 international conference on intelligent user interfaces (pp. 1–2). NCA. 10.1145/2449396.2449398
    https://doi.org/10.1145/2449396.2449398 [Google Scholar]
  124. Walsh, S.
    (2010) What features of spoken and written corpora can be exploited in creating language teaching materials and syllabuses?InA. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 333–344). Routledge. 10.4324/9780203856949‑24
    https://doi.org/10.4324/9780203856949-24 [Google Scholar]
  125. Wang, Y.-B., & Lee, L.-S.
    (2012) Improved approaches of modelling and detecting error patterns with empirical analysis for computer-aided pronunciation training. InProceedings of 2023 IEEE International Conference on Acoustics, Speech and Signal Processing (pp. 5049–5052), Kyoto, Japan.
    [Google Scholar]
  126. Wanner, L., Ramos, M. A., Vincze, L., Nazar, R., Ferraro, G., Mosqueira, E., & Prieto, S.
    (2013) Annotation of collocations in a learner corpus for building a learning environment. InS. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty years of learner corpus research: Looking back, moving ahead (pp. 493–503). Presses universitaires de Louavain.
    [Google Scholar]
  127. Wisniewski, K.
    (2017) The empirical validity of the Common European Framework of Reference scales. An exemplary study for the vocabulary and fluency scales in a language testing context. Applied Linguistics, 39(6), 933–959. https://doi-org.eres.qnl.qa/10.1093/applin/amw057
    [Google Scholar]
  128. Yannakoudakis, H., Briscoe, D., & Medlock, B.
    (2011) A new dataset and method for automatically grading ESOL texts. Proceedings of the 49th Annual Meeting of the Association for Computational Linguistics (pp. 180–189), Portland, Oregon. https://aclanthology.org/P11-1019.pdf
    [Google Scholar]
  129. Yoon, H., & Jo, J. W.
    (2014) Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96–117.
    [Google Scholar]
  130. Zaki, M.
    (2021) Self-correction through corpus-based tasks: Improving writing skills of Arabic learners. International Journal of Applied Linguistics, 31(2), 193–210. 10.1111/ijal.12312
    https://doi.org/10.1111/ijal.12312 [Google Scholar]
  131. Zechner, K., Higgins, D., Xi, X., & Williamson, D. M.
    (2009) Automatic scoring of non-native spontaneous speech in tests of spoken English. Speech Communication, 51(10), 883–895. 10.1016/j.specom.2009.04.009
    https://doi.org/10.1016/j.specom.2009.04.009 [Google Scholar]
  132. [1]Ackerley, K. (2013) A comparison of learner and native speaker writing in online self-presentations: Pedagogical applications. InS. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty years of learner corpus research: Looking back, moving ahead (pp. 1–10). Presses universitaires de Louvain.
    [Google Scholar]
  133. [2]Ackerley, K. (2015) Short-term effects of students’ exploration of corpora: A longitudinal study of pre- and post-modification of noun phrases in learner English. InCastello, E., Ackerley, K. & Coccetta, F. (Eds.), Studies in learner corpus linguistics: Research and applications for Foreign Language Teaching and assessment (pp. 199–218). Peter Lang.
    [Google Scholar]
  134. [3]Belz, J. A., & Vyatkina, N. (2008) The pedagogical mediation of a developmental learner corpus for classroom-based language instruction, Language Learning and Technology, 12(3), 33–52.
    [Google Scholar]
  135. [4]Braun, S. (2007) Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(3), 307–328. 10.1017/S0958344007000535
    https://doi.org/10.1017/S0958344007000535 [Google Scholar]
  136. [5]Charles, M. (2018) Corpus-assisted editing for doctoral students: More than just concordancing. Journal of English for Academic Purposes, 361, 15–25. 10.1016/j.jeap.2018.08.003
    https://doi.org/10.1016/j.jeap.2018.08.003 [Google Scholar]
  137. [6]Chitez, M., & Bercuci, L. (2019) Data-driven learning in ESP university settings in Romania: Multiple corpus consultation approaches for academic writing support. InF. Meunier, J. Van de Vyver, L. Bradley, & S. Thouësny (Eds.), CALL and complexity – Short papers from EUROCALL 2019 (pp. 75–81). 10.14705/rpnet.2019.38.989
    https://doi.org/10.14705/rpnet.2019.38.989 [Google Scholar]
  138. [7]Cotos, E. (2014) Enhancing writing pedagogy with learner corpus data. ReCALL, 26(2), 202–224. 10.1017/S0958344014000019
    https://doi.org/10.1017/S0958344014000019 [Google Scholar]
  139. [8]Crosthwaite, P., & Steeples, P. (2022) Data-driven learning with younger learners: Exploring corpus-assisted development of the passive voice for science writing with female secondary school students. Computer Assisted Language Learning. 10.1080/09588221.2022.2068615
    https://doi.org/10.1080/09588221.2022.2068615 [Google Scholar]
  140. [9]Eriksson, A. (2012) Pedagogical perspectives on bundles: Teaching bundles to doctoral students of biochemistry. InJ. Thomas, & A. Boulton (Eds.), Input, process and products. Developments in teaching and language corpora (pp. 195–211). Masaryk University Press.
    [Google Scholar]
  141. [10]Forti, L. (2017) Data-driven learning and the acquisition of Italian collocations: From design to student evaluation. InK. Borthwick, L. Bradley, & S. Thouësny (Eds.), CALL in a climate of change: Adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp.110–115). Research-publishing.net. https://files.eric.ed.gov/fulltext/ED578177.pdf. 10.14705/rpnet.2017.eurocall2017.698
    https://doi.org/10.14705/rpnet.2017.eurocall2017.698 [Google Scholar]
  142. [11]Fuster-Márquez, M., & Gregori-Signes, C. (2018) Learning from learners: A non-standard direct approach to the teaching of writing skills in EFL in a university context. Innovation in Language Learning and Teaching, 12(2), 164–176. 10.1080/17501229.2016.1142549
    https://doi.org/10.1080/17501229.2016.1142549 [Google Scholar]
  143. [12]Gaskell, D., & Cobb, T. (2004) Can learners use concordance feedback for writing errors?. System, 32(3), 301–319. 10.1016/j.system.2004.04.001
    https://doi.org/10.1016/j.system.2004.04.001 [Google Scholar]
  144. [13]Granger, S., & Tribble, C. (1998) Learner corpus data in the foreign language classroom: Form-focused instruction and data-driven learning. InS. Granger (Ed.), Learner English on computer (pp. 199–209). Addison Wesley Longman.
    [Google Scholar]
  145. [14]Gut, U. (2006) Learner speech corpora in language teaching. InS. Braun, K. Kohn, & J. Mukherjee (Eds.), Corpus technology and language pedagogy: New resources, new tools, new methods (p.69–86). Peter Lang.
    [Google Scholar]
  146. [15]Hartle, S. (2023) From learner corpus to data-driven learning (DDL): Improving lexical usage in academic writing. Euro-American Journal of Applied Linguistics and Languages, 10(2), 9–31. 10.21283/2376905X.1.10.2.2748
    https://doi.org/10.21283/2376905X.1.10.2.2748 [Google Scholar]
  147. [16]Hsieh, W. M., & Liou, H. C. (2008) A case study of corpus-informed online academic writing for EFL graduate students. CALICO Journal, 26(1), 28–47. 10.1558/cj.v26i1.28‑47
    https://doi.org/10.1558/cj.v26i1.28-47 [Google Scholar]
  148. [17]Klimova, M. A., Smilga, V. K., & Overnikova, D. A. (2021) Using an error-annotated learner corpus (REALEC) in DDL lessons. Proceedings of the International Conference Corpus Linguistics 2021 (pp. 112–121), July 1–3, 2021, St. Petersburg.
    [Google Scholar]
  149. [18]Mendikoetxea, A., Murcia-Biels, S., & Rollinson, P. (2010) Focus on errors: Learner corpora and pedagogical tools. InM. C. Campoy-Cubillo, B. Bellés-Fortuño, & L. Gea-Valor (Eds.), Corpus-based approaches to English Language Teaching (pp. 180–194). Continuum.
    [Google Scholar]
  150. [19]Millar, N., & Lehtinen, B. (2008) DIY local learner corpora: Bridging gaps between theory and practice’, The JALT CALL Journal, 4(2), 61–72. 10.29140/jaltcall.v4n2.63
    https://doi.org/10.29140/jaltcall.v4n2.63 [Google Scholar]
  151. [20]Moon, S., & Oh, S. (2018) Unlearning overgenerated be through data-driven learning in the secondary EFL classroom. ReCALL, 30(1), 48–67. 10.1017/S0958344017000246
    https://doi.org/10.1017/S0958344017000246 [Google Scholar]
  152. [21]Mukherjee, J., & Rohrbach, J.-M. (2006) Rethinking applied corpus linguistics from a language-pedagogical perspective: New departures in learner corpus research. InB. Kettemann, & G. Marko (Eds.), Planing, gluing and painting corpora: Inside the applied corpus linguist’s workshop (pp. 205–232). Peter Lang.
    [Google Scholar]
  153. [22]Nesselhauf, N. (2004) Learner corpora and their potential in language teaching. InJ. Sinclair (Ed.), How to use corpora in language teaching (pp. 125–152). John Benjamins. 10.1075/scl.12.11nes
    https://doi.org/10.1075/scl.12.11nes [Google Scholar]
  154. [23]Novikov, A., & Vinokurova, V. (2022) Learner corpus as a medium for tasks. InS. V. Nuss, & W. Whitehead Martelle (Eds.), Task-based instruction for teaching Russian as a Foreign Language (pp. 47–64). Routledge. 10.4324/9781003146346‑4
    https://doi.org/10.4324/9781003146346-4 [Google Scholar]
  155. [24]Orenha-Ottaiano, A. (2012) English collocations extracted from a corpus of university learners and its contribution to a language teaching pedagogy. Acta Scientiarum. Language and Culture Maringá, 34(2), 241–251. 10.4025/actascilangcult.v34i2.17130
    https://doi.org/10.4025/actascilangcult.v34i2.17130 [Google Scholar]
  156. [25]Papp, S. (2007) Inductive learning and self-correction with the use of learner and reference corpora. InE. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp. 207–220). Rodopi. 10.1163/9789401203906_014
    https://doi.org/10.1163/9789401203906_014 [Google Scholar]
  157. [26]Pérez Cañado, M. L., & Díez Bedmar, M. B. (2006) Data-driven learning and awareness-raising: An effective tandem to improve grammar in written composition?iJET International Journal of Emerging Technologies in Learning, 1(3). 10.3991/ijet.v1i3.55
    https://doi.org/10.3991/ijet.v1i3.55 [Google Scholar]
  158. [27]Rankin, T., & Schiftner, B. (2011) Marginal prepositions in learner English: Applying local corpus data, International Journal of Corpus Linguistics, 16(3), 412–434. 10.1075/ijcl.16.3.07ran
    https://doi.org/10.1075/ijcl.16.3.07ran [Google Scholar]
  159. [28]Samoudi, N., & Modirkhamene, S. (2022) Concordancing in writing pedagogy and CAF measures of writing. International Review of Applied Linguistics in Language Teaching, 60(3), 699–722. 10.1515/iral‑2020‑2014
    https://doi.org/10.1515/iral-2020-2014 [Google Scholar]
  160. [29]Seidlhofer, B. (2002) Pedagogy and local learner corpora: Working with learning-driven data. InS. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, Second Language Acquisition and Foreign Language Teaching (pp. 213–234). John Benjamins. 10.1075/lllt.6.14sei
    https://doi.org/10.1075/lllt.6.14sei [Google Scholar]
  161. [30]Todd, R. W. (2001) Induction from self-selected concordances and self-correction. System, 29(1), 91–102. 10.1016/S0346‑251X(00)00047‑6
    https://doi.org/10.1016/S0346-251X(00)00047-6 [Google Scholar]
  162. [31]Tribble, C., & Jones, G. (1997[1990]) Concordances in the classroom. Athelstand Publications.
    [Google Scholar]
  163. [32]Yoon, H., & Jo, J. W. (2014) Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96–117.
    [Google Scholar]
  164. [33]Zaki, M. (2021) Self-correction through corpus-based tasks: Improving writing skills of Arabic learners. International Journal of Applied Linguistics, 31(2), 193–210. 10.1111/ijal.12312
    https://doi.org/10.1111/ijal.12312 [Google Scholar]
/content/journals/10.1075/ijlcr.00039.got
Loading
  • Article Type: Review Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error