Learner Corpus Bibliography

CECL

The Learner Corpus Bibliography (LCB) is a collection of bibliographical references related to learner corpus research. The LCB was created and maintained by the Centre for English Corpus Linguistics (director: Prof. S. Granger) until September 2013. In its current state, the LCB totals c. 1,100 references but it is updated on a regular basis.

In September 2013, the CECL agreed to share the LCB resource with the Learner Corpus Association (LCA). The LCB will still be available on the CECL’s Learner Corpus Bibliography webpage but it is now maintained by the LCA in the form of a Zotero collection with many new features. The LCB is fully searchable by fields like author, title or publication year, as well as by keywords and languages (L1/L2). Electronic versions of draft articles (or links to webpages) are also provided whenever they are available.

Help us keep this bibliography up to date by sending the references of your articles/books on learner corpora or any other missing title to Magali Paquot .

Thanks!

 

Aarts, J., & Granger, S. (1998). Tag sequences in learner corpora: a key to interlanguage grammar and discourse. In S. Granger (Ed.), Learner English on computer (pp. 132–141). London & New York: Addison Wesley Longman.
Aas, H. L. (2011). Recurrent Word-Combinations in Spoken Learner English : A study of corpus data from Swedish and Norwegian advanced learners (MA dissetation). Universitetet i Oslo. Retrieved from https://www.duo.uio.no//handle/10852/25311
Abdul Aziz, R., & Mohd Don, Z. (2013). The be Verb Omissions among Advanced L1-Malay ESL Learners. What  Corpus-based Study Can Reveal. In S. Ishikawa (Ed.), Papers from LCSAW2013 (Vol. 1, pp. 121–138). Japan: Kobe University.
Abdullah, S., & Noor, N. M. (2013). Contrastive Analysis of the Use of Lexical Verbs and Verb-noun Collocations in  Two Learner Corpora: WECMEL vs. LOCNESS. In S. Ishikawa (Ed.), Papers from LCSAW2013 (Vol. 1, pp. 139–160). Japan: Kobe University.
Abe, M. (2003). A corpus-based contrastive analysis of spoken and written learner corpora: the case of Japanese-speaking learners of English. In D. Archer, P. Rayson, A. Wilson, & A. M. McEnery (Eds.), Proceedings of the Corpus Linguistics 2003 Conference, Lancaster University, 28-30 March 2003 (pp. 1–9). Lancaster: Lancaster University. Retrieved from http://ucrel.lancs.ac.uk/publications/cl2003/papers/abe.pdf
Abe, M. (2007). Grammatical errors across proficiency levels in L2 spoken and written English. The Economic Journal of Takasaki City University of Economics, 49(3,4), 117–129.
Abe, M. (2014). Frequency Change Patterns across Proficiency Levels in Japanese EFL Learner Speech. Apples – Journal of Applied Language Studies, 8, 85–96.
Abe, M., Kobayashi, Y., & Narita, M. (2013). Using Multivariate Statistical Techniques to Analyze the Writing of East Asian  Learners of English. In S. Ishikawa (Ed.), Papers from LCSAW2013 (Vol. 1, pp. 55–66). Japan: Kobe University. Retrieved from http://www.lib.kobe-u.ac.jp/repository/81006675.pdf
Abe, M., & Tono, Y. (2005). Variations in L2 spoken and written English: investigating patterns of grammatical errors across proficiency levels (Vol. 1). Presented at the The corpus Linguistics Conference Series. Retrieved from http://www.corpus.bham.ac.uk/PCLC/#corpora
Abel, A., & Glaznieks, A. (2013). ’Ich weiß zwar nicht, was mich noch erwartet, doch …‘ – Der Einsatz von Korpora zur Analyse textspezifischer Konstruktionen des Argumentierens bei Schreibnovizen. Corpora in specialized communication, 4, 101–132.
Abel, A., & Glaznieks, A. (2015). Wo Sprachkompetenzforschung auf Varietätenlinguistik trifft: Empirische Befunde aus dem Varietäten-Lernerkorpus „KoKo“. Dimensionen des Deutschen in Österreich. Variation und Varitäten im sozialen Kontext., 257–282.
Abel, A., Glaznieks, A., Nicolas, L., & Stemle, E. (2014). KoKo: an L1 Learner Corpus for German. In Proceedings of the 9th International Conference on Language Resources and Evaluation (pp. 2414–2421). Reykjavik, Iceland: European Language Resources Association. Retrieved from http://www.lrec-conf.org/proceedings/lrec2014/index.html
Abel, A., Nicolas, L., Glaznieks, A., & Stemle, E. (2016). An extended version of the KoKo German L1 Learner corpus. In A. Corazza, S. Montemagni, & G. Semeraro (Eds.), Proceedings of the Third Italian Conference on Computational Linguistics, CLIC-it 2016 (pp. 13–18). Torino: Accademia University Press. Retrieved from https://www.researchgate.net/publication/311588936_An_extended_version_of_the_KoKo_German_L1_Learner_corpus
Abel, A., & Wisniewski, K. (2016). Lernertexte zuverlässig beschreiben und bewerten: Die mehrsprachige Plattform für die Europäischen Referenzniveaus MERLIN. In H. Drumbl, D. Sorrentino, R. Zanin, & D. Kletschko (Eds.), IDT 2013/7 Lerngruppenspezifik in DaF, DaZ, DaM Sektionen D1, D3, D5, D6, D7 (pp. 179–201). Bozen/Bolzano: Bu,press. Retrieved from http://pro.unibz.it/library/bupress/publications/fulltext/9788860460912.pdf
Abel, A., Wisniewski, K., Nicolas, L., Boyd, A., Hana, J., & Meurers, D. (2014). A Trilingual Learner Corpus Illustrating European Reference Levels. Ricognizioni - Rivista Di Lingue, Letterature e Cultura Moderne, 2(1), 111–126.
Abuhakema, G., Faraj, R., Feldman, A., & Fitzpatrick, E. (2008). Annotating an Arabic Learner Corpus for Error. In LREC. European Language Resources Association. Retrieved from http://www.lrec-conf.org/proceedings/lrec2008/pdf/343_paper.pdf
Ackerley, K. (2013). A comparison of learner and native speaker writing in online self-presentations: Pedagogical applications. In S. 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. 1–10). Louvain-la-Neuve: Presses Universitaires de Louvain. Retrieved from http://www.uclouvain.be/445428.html
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. In E. Castello, K. Ackerley, & F. Coccetta (Eds.), Studies in Learner Corpus Linguistics Research and Applications for Foreign Language Teaching and Assessment (Vol. 190, pp. 199–218). Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien: Peter Lang.
Ädel, A. (2005). Involvement and detachment in writing: the effects of task setting and intertextuality. Presented at the ICAME 26 (International Computer Archive of Modern and Medieval English) - AAACL 6 (American Association of Applied Corpus Linguistics).
Ädel, A. (2006). Metadiscourse in L1 and L2 English (Vol. 24). Amsterdam; Philadelphia: John Benjamins. Retrieved from https://benjamins.com/#catalog/books/scl.24/main
Ädel, A. (2008). Involvement features in writing: do time and interaction trump register awareness? In G. Gilquin, S. Papp, & Díez-Bedmar María Belén (Eds.), Linking up contrastive and learner corpus research (pp. 35–53). Amsterdam; Atlanta: Rodopi.
Ädel, A. (2015). Variability in learner corpora. In The Cambridge Handbook of Learner Corpus Research. Retrieved from http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-learner-corpus-research?format=HB
Ädel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes, 31(2), 81–92. https://doi.org/10.1016/j.esp.2011.08.004
Agerström, J. (2000). Hedges in argumentative writing: a comparison of native and non-native speakers of English. In Tuija Virtanen & J. Agerström (Eds.), Three studies of learner discourse. Evidence from the International Corpus of Learner English (Vol. 10, pp. 5–42). Rapporter Från Växjö Universitet.
Aguado-Jiménez, P., Pérez-Paredes, P., & Sánchez Hernández, P. (2012). Exploring the use of multidimensional analysis of learner language to promote register awareness. System, 40(1), 90–103.
Ahrenholz, B. (2005). Reference to persons and objects in the function of subject in Learner Varieties. In H. Hendriks (Ed.), The Structure of Learner Varieties (Vol. 28, pp. 19–64). Berlin & New York: Mouton de Gruyter.
Ai, H., & Lu, X. (2013). A corpus-based comparison of syntactic complexity in NNS and NS university students’ writing. In N. Ballier, A. Diaz-Negrillo, & P. Thompson (Eds.), Automatic treatment and analysis of learner corpus data (pp. 249–264). Amsterdam & Philadelphia: John Benjamins.
Aijmer, K. (2001). “I think” as a marker of discourse style in argumentative Swedish student writing. In K. Aijmer & G. Kjellmer (Eds.), A wealth of English. Studies in honour of Göran Kjellmer (pp. 247–257). Göteborg: Acta Universitatis Gothoburgensis.
Aijmer, K. (2002). Modality in advanced Swedish learners’ written interlanguage. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (Vol. 6, pp. 55–76). Amsterdam & Philadelphia: John Benjamins. Retrieved from https://benjamins.com/#catalog/books/lllt.6/toc
Aijmer, K. (2004). Pragmatic markers in spoken interlanguage. Worlds of Words. A Tribute to Arne Zettersten. Special Issue of Nordic Journal of English Studies, 3(1), 173–190.
Aijmer, K. (2009). “So er I just sort I dunno I think it’s just because...”: A corpus study of I don’t know and dunno in learners’ spoken English. In Corpora: Pragmatics and Discourse. Papers from the 29th International Conference on English Language Research on Computerized Corpora (ICAME 29), Ascona, Switzerland, 14-18 May 2008 (pp. 151–168). Amsterdam: Rodopi.
Aijmer, K. (2011). Well I’m not sure I think… The use of well by non-native speakers. International Journal of Corpus Linguistics, 16(2), 231–254. https://doi.org/10.1075/ijcl.16.2.04aij
Aijmer, K. (2015). General extenders in learner language. In N. Groom, M. Charles, & S. John (Eds.), Corpora, Grammar and Discourse: In honour of Susan Hunston (pp. 211–234). Amsterdam: John Benjamins Publishing Company. Retrieved from https://benjamins.com/#catalog/books/scl.73.10aij/details
Aktas, N. (2005). Functions of “Shell nouns” as cohesive devices in academic writing: A comparative corpus-based study. Presented at the ICAME 26 (International Computer Archive of Modern and Medieval English) - AAACL 6 (American Association of Applied Corpus Linguistics). Retrieved from http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=17167&context=rtd
Alderson, C. (1996). Do corpora have a role in language assessment? In J. Thomas & M. Short (Eds.), Using Corpora for Language Research (pp. 248–259). London: Longman.
Alexopoulou, T. (2008). Building new corpora for English Profile. Research Notes, (33), 15–19.
Alexopoulou, T., Geertzen, J., Korhonen, A., & Meurers, D. (2015). Exploring big educational learner corpora for SLA research: Perspectives on relative clauses. International Journal of Learner Corpus Research, 1(1), 96–129. https://doi.org/10.1075/ijlcr.1.1.04ale
Alexopoulou, T., Michel, M., Murakami, A., & Meurers, D. (2017). Task Effects on Linguistic Complexity and Accuracy: A Large-Scale Learner Corpus Analysis Employing Natural Language Processing Techniques. Language Learning, n/a-n/a. https://doi.org/10.1111/lang.12232
Alexopoulou, T., Yannakoudakis, H., & Salamoura, A. (2013). Classifying intermediate learner English: A data-driven approach to learner corpora. In S. 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. 11–23). Louvain-la-Neuve: Presses Universitaires de Louvain. Retrieved from http://www.uclouvain.be/445428.html
Alfaifi, A., & Atwell, E. (2012). Arabic Learner Corpora (ALC): A Taxonomy of Coding Errors. Presented at the The 8th International Computing Conference in Arabic (ICCA 2012), Cairo, Egypt. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., & Atwell, E. (2013a). Arabic Learner Corpus: Texts Transcription and Files Format. Presented at the The International Conference on Corpus Linguistics (CORPORA-2013), St. Petersburg, Russia. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., & Atwell, E. (2013b). Arabic Learner Corpus v1: A New Resource for Arabic Language Research. Presented at the The Second Workshop on Arabic Corpus Linguistics (WACL-2), Lancaster University, UK. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., & Atwell, E. (2013c). Potential Uses of the Arabic Learner Corpus. Presented at the The Leeds Language, Linguistics and Translation PGR Conference 2013, Leeds, UK. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., & Atwell, E. (2014a). An Evaluation of the Arabic Error Tagset v2. Presented at the The American Association for Corpus Linguistics (AACL) conference, Flagstaff, USA. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., & Atwell, E. (2014b). Arabic Learner Corpus: A New Resource for Arabic Language Research. Presented at the The 7th Saudi Students Conference, Edinburgh, UK. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., & Atwell, E. (2014c). Arabic Learner Corpus and Its Potential Role in Teaching Arabic to Non-Native Speakers. Presented at the The 7th Biennial IVACS conference, Newcastle, UK. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., & Atwell, E. (2014d). Tools for Searching and Analysing Arabic Corpora: an Evaluation Study. Presented at the BAAL / Cambridge University Press Applied Linguistics, Leeds Metropolitan University, UK. Retrieved from http://www.engineering.leeds.ac.uk/people/computing/publ?cmd=author1&auth_id=csc6ea
Alfaifi, A., & Atwell, E. (2015). Computer-Aided Error Annotation A New Tool for Annotating Arabic Error. Presented at the The 8th Saudi Students Conference, London, United Kingdom. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., Atwell, E., & Abuhakema, G. (2013). Error Annotation of the Arabic Learner Corpus: A New Error Tagset (Vol. Language Processing and Knowledge in the Web, Lecture Notes in Computer Science, pp. 14–22). Presented at the 25th International Conference, GSCL 2013, Darmstadt, Germany. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Alfaifi, A., Atwell, E., & Hedaya, I. (2014). Arabic Learner Corpus (ALC) v2: A New Written and Spoken Corpus of Arabic Learners. In S. Ishikawa (Ed.), Learner corpus studies in Asia and the world (Ishikawa, S., Vol. 2, pp. 77–89). School of Languages and Communication, Kobe University, Japan. Retrieved from http://www.comp.leeds.ac.uk/scayga/
Allan, Q. G. (2002). The TELEC secondary learner corpus: a resource for teacher development. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (Vol. 6, pp. 195–212). Amsterdam & Philadelphia: John Benjamins. Retrieved from https://benjamins.com/#catalog/books/lllt.6/toc
Allen, D. (2009). Lexical Bundles in Learner Writing: An Analysis of Formulaic Language in the ALESS Learner Corpus. Komaba Journal of English Education, 1, 105–127.
Alonso Ramos, M., Wanner, L., Vázquez Veiga, N., Vincze, O., Mosqueira Suárez, E., & Prieto González, S. (2010). Tagging collocations for learners. In S. Granger & M. Paquot (Eds.), 2010.eLexicogrpahy in the 21st Century: New Challenges, New Applications. Proceedings of eLex 2009, Louvain-la-Neuve, 22-24 October 2009 (pp. 675–380). Louvain-la-Neuve: Presses Universitaires de Louvain. Retrieved from http://www.dicesp.com/app/webroot/files/file/eLex%202009%20Tagging%20collocations.pdf
Alonso Ramos, M., Wanner, L., Vincze, O., Casamayo del Bosque, G., Vázquez Veiga, N., Mosqueira Suárez, E., & Prieto González, S. (2010). Towards a Motivated Annotation Schema of Collocation Errors in Learner Corpora. In N. Calzolari, K. Choukri, B. Maegaard, J. Mariani, J. Odijk, S. Piperidis, … D. Tapias (Eds.), Proceedings of the seventh conference on international language resources and evaluation (LREC’10), 19-21 May 2010, Valetta, Malta. (pp. 3209–3214). Valetta. Retrieved from http://www.dicesp.com/app/webroot/files/file/LREC%202010%20Alonso%20et%20al_.pdf
Alonso-Ramos (Ed.). (2016a). Spanish Learner Corpus Research: Current trends and future perspectives (Vol. 78). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/scl.78
Alonso-Ramos, M. (2016b). Spanish learner corpus research: Achievements and challenges. In M. Alonso-Ramos (Ed.), Spanish Learner Corpus Research: Current trends and future perspectives (Vol. 78, pp. 3–32). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/scl.78.01alo
Al-Rfou’, R. (2012). Detecting English Writing Styles For Non-native Speakers. Computing Research Repository, (abs/1211.0498). Retrieved from http://arxiv.org/abs/1211.0498
Altenberg, B. (2002b). Using bilingual corpus evidence in learner corpus research. In Computer learner corpora, second language acquisition and foreign language teaching (John Benjamins, pp. 37–54). Amsterdam & Philadelphia: S. Granger, J. Hung, S. Petch-Tyson, & J. H. Hulstijn.
Altenberg, Bengt. (1997). Exploring the Swedish component of the International Corpus of Learner English. In B. Lewandowska-Tomaszcyk & P. J. Melia (Eds.) (pp. 119–132). Presented at the PALC’97 Practical Application in Language Corpora, Lódz: Lódz University Press.
Altenberg, Bengt. (2002). Advanced Swedish learners’ use of causative make. A contrastive background study. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (Vol. 6, pp. 37–56). Amsterdam & Philadelphia: Benjamins.
Altenberg, Bengt, & Granger, S. (2001). The grammatical and lexical patterning of make in native and non-native student writing. Applied Linguistics, 22(2), 173–194.
Altenberg, Bengt, & Tapper, M. (1998). The use of adverbial connectors in advanced Swedish learner’s written English. In S. Granger (Ed.), Learner English on computer (pp. 80–93). London & New York: Addison Wesley Longman.
Aluisio, M. S. (2014). Part 1 - Corpus linguistics and language description. In New Language Technologies and Linguistic Research: A Two-Way Road (pp. 2–15). Cambridge Scholars Publisher.
Álvarez, E. G. (2003). Interlanguage lexical innovation. München: Lincom Publishers.
Andorno, C. (2005). Additive and restrictive particles in Italian as a Second Language. Embedding in the verbal utterance structure. In H. Hendriks (Ed.), The structure of learner varieties (pp. 405–444). Berlin & New York: Mouton de Gruyter. Retrieved from http://www.learner-varieties.eu/Scope/Andorno2005inHendriks.pdf
Andreou, E., Andreou, G., & Vlachos, F. (2005). Studying orientations and performance on verbal fluency tasks in a second language. Learning and Individual Differences, 15(1), 23–33. https://doi.org/10.1016/j.lindif.2004.05.001
Andreu-Andres, M. A., Guardiola, A. A., Matarredona, M. B., MacDonald, P., Fleta, B. M., & Pérez-Sabater, C. (n.d.). Analysing EFL Learner Output in the MiLC Project: An Error *It’s, but which tag? In M. C. Campoy-Cubillo, B. Bellés-Fortuño, & M. L. Gea-Valor (Eds.), Corpus-based approaches to English language teaching (pp. 167–179). London & New-York: Continuum. Retrieved from http://www.academia.edu/1776675/Analysing_EFL_Learner_Output_in_the_MiLC_Project_An_Error_Its_but_Which_Tag
Anstein, S., & Glaznieks, A. (2011). Comparing Geographical and Learner Varieties on the Basis of Corpora. Comparative Methods and Analysis in the Language. In Proceedings of the 3rd edition of JéTou (pp. 179–188). Toulouse, France. Retrieved from http://jetou2011.free.fr/en/proceedings.html
Arbach, N. (2015). Constitution d’un corpus oral de FLE : enjeux théoriques et méthodologiques (phdthesis). Université Rennes 2. Retrieved from https://tel.archives-ouvertes.fr/tel-01147632/document
Arcuri, E. (2012). Teaching and Learning English as a Foreign Language: An interface between Corpus Linguistics and Multiliteracies from an Intercultural perspective. In C. de L. Diogenes (Ed.), Language and its Cultural Substrate: Perspectives for a Globalized World. Pontes.
Arrieta, B., Díaz, A. de I., Gojenola, K., Maritxalar, M., & Oronoz, M. (2003). A database system for storing second language learner corpora. In Dawn Archer, P. Rayson, A. Wilson, & T. McEnery (Eds.) (Vol. 16, pp. 33–41). Presented at the Corpus Linguistics 2003 Conference (CL 2003), Lancaster (UK): Lancaster University: University Centre for Computer Corpus Research on Language.
Asao, K. (1998). Corpus of English by Japanese learners. In S. Granger & J. Hung (Eds.) (pp. 10–30). Presented at the First International Symposium on computer learner corpora, second language acquisition and foreign language teaching, The Chinese University of Hong Kong.
Asao, K. (2002). Communication strategies of EFL learners: a corpus-based approach. In T. Saito, J. Nakamura, & S. Yamazaki (Eds.), English corpus linguistics in Japan (pp. 291–302). Amsterdam & New York: Rodopi.
Asención-Delaney, Y., & Collentine, J. (2011). A Multidimensional Analysis of a Written L2 Spanish Corpus. Applied Linguistics, 32(3), 299–322. https://doi.org/10.1093/applin/amq053
Atwell, E., Howarth, P., & Souter, C. (2003). The ISLE corpus: Italian and German Spoken Learners’ English. International Computer Archive of Modern and Medieval English (ICAME) Journal, 27, 5–18.
Axelsson, M. W. (1999). Project USE (Uppsala Student English). Asla Information, 25(2), 25–26.
Axelsson, M. W. (2000a). The use of a corpus of students’ written production in university English teaching. In G. Byrman, H. Lindquist, & M. Levin (Eds.), Corpora in research and teaching: Papers from the ASLA symposium on corpora in research and teaching, Växjö, 11-12 November 1999. (Vol. 13, pp. 293–303).
Axelsson, M. W. (2000b). USE – The Uppsala student English corpus: an instrument for needs analysis. ICAME Journal, 24, 155–157.
Axelsson, M. W., & Berglund, Y. (2002). The Uppsala Student English Corpus (USE): A multi-faceted resource for research and course development. In L. Borin (Ed.), Parallel corpora, parallel worlds (pp. 79–90). Amsterdam: Rodopi. Retrieved from http://docserver.ingentaconnect.com/deliver/connect/rodopi/09215034/v43n1/s5.pdf?expires=1310024482&id=63465948&titleid=1000&accname=UCL&checksum=2B9FAF3C1A0B071AA7B217DF67943911
Axelsson, M. W., & Hahn, A. (2001). The use of the progressive in Swedish and German advanced learner English - a corpus-based study. International Computer Archive of Modern and Medieval English (ICAME) Journal, 25, 5–30.
Baczkowska, A. (1999). Creating a corpus of spoken English of Polish EFL learners. In B. Lewandowska-Tomaszczyk & P. J. Melia (Eds.) (pp. 221–232). Presented at the PALC’99: Practical Applications in Language Corpora, Frankfurt am Main: Peter Lang.
Baczkowska, A. (2000). The semantic analysis of word combinations in a learner EFL corpus. In B. Lewandowska-Tomaszczyk & P. J. Melia (Eds.) (pp. 361–374). Presented at the PALC’2009: Practical Applications in Language Corpora, Frankfurt am Main: Peter Lang.
Bader, E., & Hoem Iversen, S. (2017). Demonstrative reference in the writing of young EFL Norwegian learners. In P. de Haan, R. de Vries, & S. van Vuuren (Eds.), Language, Learners and Levels: Progression and Variation. Presses Universitaires de Louvain.
Bailey, S., & Meurers, D. (2008). Diagnosing meaning errors in short answers to reading comprehension questions. In Proceedings of the Third ACL Workshop on Innovative Use of NLP for Building Educational Applications (pp. 107–115). Columbus, Ohio, USA: Association for Computational Linguistics. Retrieved from http://www.aclweb.org/anthology/W08-0913
Baker, P., & Chen, Y.-H. (2010). Lexical Bundles in L1 and L2 Academic Writing. Language Learning and Technology, 14(2), 30–49.
Ball, F. (2001). Using corpora in language testing. Research Notes, (6), 6–8.
Ballestros, F., Rica, J. P., & Neff van Aertselaer, J. (2006). The ICLE error tagging project: analysis of Spanish EFL writer. In C. M. Figueroa & T. I. M. Gárate (Eds.), Studies in contrastive linguistics: proceedings of the 4th International Contrastive Linguistics Conference, Santiago de Compostela, September, 2005 (pp. 89–98). Santiago de Compostela: Universidade de Santiago Publicacions. Retrieved from https://books.google.be/books?id=KifKo7OucM8C&pg=PA3&lpg=PA3&dq=international+contrastive+linguistics+conference+2006&source=bl&ots=sC4xGPeiUX&sig=_aRKm38unOByOfaOo1wCqg2e7l8&hl=fr&sa=X&ei=dbaLVaOKLeef7gaVz4ugAQ&ved=0CB8Q6AEwAA#v=onepage&q=international%20contrastive%20linguistics%20conference%202006&f=false
Ballier, N. (2013). L’apport des corpus d’apprenants. Presented at the Journée d’étude : “Franchir le mur des sons la phonétique dans l’enseignement-apprentissage des langues.” Retrieved from https://hal-univ-diderot.archives-ouvertes.fr/hal-01239477
Ballier, N., Delais-Roussarie, E., Herment, S., & Tortel, A. (2014). Modélisation de l’intonation interlangue: le cas des questions. In XXXe Journées d’Études sur la Parole (JEP 2014) (pp. 740–748). Retrieved from http://www-lium.univ-lemans.fr/jep2014/articles/76.pdf
Ballier, N., Díaz-Negrillo, A., & Thompson, P. (Eds.). (2013). Automatic Treatment and Analysis of Learner Corpus Data. Amsterdam & Philadelphia: John Benjamins.
Ballier, N., & Martin, P. (2013). Developing corpus interoperability for phonetic investigation of learner corpora. In N. Ballier, A. Diaz-Negrillo, & P. Thompson (Eds.), Automatic treatment and analysis of learner corpus data (pp. 33–64). Amsterdam & Philadelphia: John Benjamins.
Ballier, N., & Martin, P. (2015). Speech annotation of  learner corpora. In The Cambridge Handbook of Learner Corpus Research. Retrieved from http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-learner-corpus-research?format=HB
Barbieri, F. (2010). Linking up contrastive and learner corpus research. Studies in Second Language Acquisition, 32(1), 148–150.
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Granger, S. (1998a). Learner English on computer. London & New York: Addison Wesley Longman.
Granger, S. (1998b). Prefabricated patterns in advanced EFL writing: Collocations and lexical phrases. In A. Cowie (Ed.), Phraseology: theory, analysis and applications. (pp. 145–160). Oxford: Oxford University Press. Retrieved from http://dial.academielouvain.be/vital/access/services/Download/boreal:75732/PDF_01
Granger, S. (1998c). The computerized learner corpus: a versatile new source of data for SLA research. In S. Granger (Ed.), Learner English on computer (pp. 3–18). London & New York: Addison Wesley Longman.
Granger, S. (1999). Use of tenses by advanced EFL learners: evidence from an error-tagged computer corpus. In H. Hasselgård & S. Oksefjell (Eds.), Out of corpora. Studies in honour of Stig Johansson (pp. 191–202). Amsterdam & Atlanta: Rodopi.
Granger, S. (2001). Didactique des langues étrangères, linguistique de corpus et traitement automatique des langues. In L. Marquillo (Ed.), Questions d’épistémologie en didactique du français (langue maternelle, langue seconde, langue étrangère) (pp. 105–109). Poitiers: Cahier FORELL (Université de Poitiers).
Granger, S. (2002). A bird’s-eye view of computer learner corpus research. In S. Granger, J. Hung, S. Petch-Tyson, & J. Hulstijn (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (Vol. 6, pp. 3–33). Amsterdam & Philadelphia: John Benjamins. Retrieved from http://books.google.be/books?id=SgEtnIOdC5kC&printsec=frontcover&dq=Computer+learner+corpora,+second+language+acquisition+and+foreign+language+teaching&hl=fr&sa=X&ei=0kbdUauTOcKr0QX92oHQDQ&ved=0CDEQ6AEwAA#v=onepage&q&f=false; http://benjamins.com/#catalog/books/lllt.6/main
Granger, S. (2003a). A multi-contrastive approach to the use of linkwords by advanced learners of English: evidence from the International Corpus of Learner English. Presented at the Pragmatic Markers in Contrast, Brussels.
Granger, S. (2003b). Error-tagged learner corpora and CALL: a promising synergy. CALICO Journal, 20(3), 465–480.
Granger, S. (2003c). The International Corpus of Learner English: A new resource for foreign language learning and teaching and second language acquisition research. TESOL Quarterly, 37(3), 538–546.
Granger, S. (2004a). Computer learner corpus research: Current status and future prospects. In U. Connor & T. Upton (Eds.), Applied corpus linguistics: a multidimensional perspective (pp. 123–145). Amsterdam & Atlanta: Rodopi.
Granger, S. (2004b). Practical applications of learner corpora. In B. Lewandowska-Tomaszczyk (Ed.), Practical applications in language and computer (PALC 2003) (Vol. 9, pp. 291–301). Frankfurt: Peter Lang.
Granger, S. (2005). Pushing back the limits of phraseology. How far can we go? In C. Cosme, C. Gouverneur, F. Meunier, & M. Paquot (Eds.) (pp. 165–168). Presented at the Phraseology 2005 Conference, Louvain-la-Neuve, Belgium.
Granger, S. (2006a). Developing academic English writing skills: the contribution of native and learner corpora. Presented at the 4th National Conference on EFL Writing Teaching and Research in China, University of International Business and Economics (Beijing, China).
Granger, S. (2006b). Lexico-grammatical patterns of EAP verbs: how do learners cope? Presented at the Exploring the lexis-grammar interface conference, Hannover, Germany.
Granger, S. (2006c). Phraseology: stigmatized cliche-ridden usage, or strategy for success? Presented at the European Society for the Study of English (ESSE) conference, London, United Kingdom. Retrieved from http://webcache.googleusercontent.com/search?q=cache:iaIWWzqPNf8J:sites.uclouvain.be/cecl/projects/Downloads/Granger%25202006b.doc+&cd=1&hl=fr&ct=clnk&gl=be
Granger, S. (2007a). A bird’s-eye view of computer learner corpus research. In Wolfga Teubert & R. Krishnamurthy (Eds.), Corpus linguistics: critical concepts in linguistics (Vol. 2, pp. 44–72). London & New York: Routledge.
Granger, S. (2007b). Corpus d’apprenants, annotation d’erreurs et ALAO: une synergie prometteuse. Cahiers de lexicologie, 91(2), 117–132.
Granger, S. (2007c). The computer learner corpus: a versatile new source of data for SLA research. In Wolfga Teubert & R. Krishnamurthy (Eds.), Corpus linguistics: critical concepts in linguistics (Vol. 2, pp. 166–182). London & New York: Routledge.
Granger, S. (2008a). Eigo Gakushusha Kopasu Nyumon. SLA to Kopasu no Deai (Introduction to English Learner Corpus. SLA meets corpus linguistics). Tokyo: Kenkyusha (Tokyo).
Granger, S. (2008b). Learner corpora. In A. Lüdeling, M. Kytö, & T. McEnery (Eds.), Handbook on corpus linguistics (Vol. 1, pp. 259–275). Berlin & New York: Walter de Gruyter. Retrieved from http://www.linguistik.hu-berlin.de/institut/professuren/korpuslinguistik/research/hsk/outline
Granger, S. (2008c). Learner corpora in foreign language education. In N. Van Deusen-Scholl & N. Hornberger (Eds.), Encyclopedia of language and education. Second and foreign language education (Vol. 4, pp. 337–351). Springer.
Granger, S. (2009a). A window onto the L2 phrasicon. In Andrew Barfield & H. Gyllstad (Eds.), Collocating in another language: multiple interpretations (pp. 60–65). Palgrave Macmillan.
Granger, S. (2009b). Prefabricated patterns in advanced EFL writing: collocations and formulae (UOP, 1998). In A. Cowie (Ed.), Phraseology: theory, analysis and applications (pp. 185–204). Tokyo: Kurosio Publishers.
Granger, S. (2009c). The contribution of learner corpora to second language acquisition and foreign language teaching: a critical evaluation. In K. Aijmer (Ed.), Corpora and language teaching (pp. 13–32). Amsterdam & Philadelphia: John Benjamins. Retrieved from http://benjamins.com/#catalog/books/scl.33/main
Granger, S. (2011). From phraseology to pedagogy: challenges and prospects. In T. Herbst, P. Uhrig, & S. Schüller (Eds.), Chunks in the description of language. A tribute to John Sinclair. Berlin & New York: Mouton de Gruyter.
Granger, S. (2013). The Passive in Learner English: Corpus Insights and Implications for  Pedagogical Grammar. In Shin’ichiro Ishikawa (Ed.), Papers from LCSAW2013 (Vol. 1, pp. 5–16). Japan: Kobe University.
Granger, S. (2015a). A contribuição de corpora de aprendizes às áreas de aquisição de segunda língua e ensino de língua estrangeira: uma avaliação crítica. In A. M. T. Ibaños, L. P. Mottin, S. Sarmento, & T. Berber Sardinha (Eds.), Pesquisas e Perspectivas em Linguística de Corpus (pp. 23–56). Campinas, SP: Mercado de Letras.
Granger, S. (2015b). Contrastive interlanguage analysis: A reappraisal. International Journal of Learner Corpus Research, 1(1), 7–24. https://doi.org/10.1075/ijlcr.1.1.01gra
Granger, S. (2015c). The contribution of learner corpora to reference and instructional materials design. In The Cambridge Handbook of Learner Corpus Research (pp. 485–510). Cambridge University Press. Retrieved from http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-learner-corpus-research?format=HB
Granger, S. (n.d.). Learner corpora in foreign language education. In S. Thorne & S. May (Eds.), Language and Technology. Encyclopedia of Language and Education (Vol. 9). Springer International Publishing.
Granger, S., & Bestgen, Y. (2014). The use of collocations by intermediate vs. advanced non-native writers: A bigram-based study. International Review of Applied Linguistics in Language Teaching, 52(3), 229–252. https://doi.org/10.1515/iral-2014-0011
Granger, S., Dagneaux, E., Meunier, F., & Paquot, M. (2009). The International Corpus of Learner English. Version 2. Handbook and CD-ROM. Louvain-la-Neuve: Presses universitaires de Louvain. Retrieved from http://pul.uclouvain.be/livre/?GCOI=29303100211740
Granger, S., Gilquin, G., & Meunier, F. (Eds.). (2013). Twenty Years of Learner Corpus Research. Looking Back, Moving Ahead, Proceedings of the First Learner Corpus Research Conference (LCR 2011). Louvain-la-Neuve: Presses Universitaires de Louvain. Retrieved from http://www.uclouvain.be/445428.html
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. http://dx.doi.org/10.1017/S0958344007000237
Granger, S., & Lefer, M.-A. (2016). From General to Learners’ Bilingual Dictionaries: Towards a More Effective Fulfilment of Advanced Learners’ Phraseological Needs. International Journal of Lexicography, 29(3), 279–295. https://doi.org/10.1093/ijl/ecw022
Granger, S., & Meunier, F. (1994a). New insights into the learner lexicon: a preliminary report from the international corpus of learner English. In L. Flowerdew & A. Tong (Eds.), Entering Text (pp. 102–113). Hong Kong: Hong Kong University of Science and Technology.
Granger, S., & Meunier, F. (1994b). Towards a grammar checker for learners of English. In U. Fries & G. Tottie (Eds.), Creating and using English language corpora (pp. 79–91). Amsterdam & Atlanta: Rodopi. Retrieved from http://www.rodopi.nl/senj.asp?BookId=LC+13
Granger, S., & Meunier, F. (2003). ICLE error tagging project: project summary. Louvain-la-Neuve: Université Catholique de Louvain, Centre for English Corpus Linguistics.
Granger, S., & Meunier, F. (2008). Phraseology in language learning and teaching. Where to from here? In S. Granger & F. Meunier (Eds.), Phraseology in foreign language learning and teaching (pp. 247–252). Amsterdam & Philadelphia: John Benjamins. Retrieved from http://benjamins.com/#catalog/books/z.138/main
Granger, S., Meunier, F., & Dagneaux, E. (2002). The International Corpus of Learner English. Handbook and CD-ROM. Louvain-la-Neuve (Belgium): Presses Universitaires de Louvain.
Granger, S., Meunier, F., & Gilquin, G. (2015a). Introduction: learner corpus research - past, present and future. In The Cambridge Handbook of Learner Corpus Research. Retrieved from http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-learner-corpus-research?format=HB
Granger, S., Meunier, F., & Gilquin, G. (Eds.). (2015b). The Cambridge Handbook of Learner Corpus Research. Cambridge University Press. Retrieved from http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-learner-corpus-research?format=HB
Granger, S., & Montfort, G. (1994). La description de la compétence lexicale en langue étrangère: perspectives méthodologiques. Aquisition et Interaction en Langue Etrangère (AILE), 3, 55–75.
Granger, S., & Paquot, M. (2005). The phraseology of EFL academic writing: methodological issues and research findings. Presented at the ICAME 26 (International Computer Archive of Modern and Medieval English) - AAACL 6 (American Association of Applied Corpus Linguistics), University of Michigan (USA).
Granger, S., & Paquot, M. (2009). Lexical verbs in academic discourse: a corpus-driven study of learner use. In M. Charles, D. Pecorari, & S. Hunston (Eds.), Academic writing: at the interface of corpus and discourse (pp. 193–214). London & New York: Continuum.
Granger, S., & Paquot, M. (2015). Electronic lexicography goes local: Design and structures of a needs-driven online academic writing aid / Die elektronische Lexikographie wird spezifischer: Das Design und die Struktur einer auf die Benutzerbedürfnisse berzogenen akademischen Online- Schreibhilfe / La lexicographie électronique devient plus spécifique: conception et structure d‘une aide à l‘écriture académique. Lexicographica, 31(1), 118–141. https://doi.org/10.1515/lexi-2015-0007
Granger, S., Paquot, M., & Rayson, P. (2006). Extraction of multi-word units from EFL and native English corpora. The phraseology of the verb “make.” In A. Häcki Buhofer & H. Burger (Eds.), Phraseology in Motion I: Methoden und Kritik. Akten der Internationalen Tagung zur Phraseologie (Basel, 2004) (pp. 57–68). Baltmannsweiler: Schneider Verlag Hohengehren.
Granger, S., Paquot, M., Upton, T., & Connor, U. (2012). Language for Specific Purposes Learner Corpora. In Language for Specific Purposes. The Encyclopedia of Applied Linguistics (pp. 3142–3146). Oxford: Blackwell-Wiley.
Granger, S., & Petch-Tyson, S. (1996). Connector usage in the English essay writing of native and non-native EFL speakers of English. World Englishes: Journal of English as an International and Intranational Language, 15(1), 17–27.
Granger, S., Petch-Tyson, S., & Hung, J. (2002). Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching (Vol. 6). Amsterdam & Philadelphia: John Benjamins. Retrieved from http://books.google.be/books?id=SgEtnIOdC5kC&printsec=frontcover&hl=fr#v=onepage&q&f=false
Granger, S., & Rayson, P. (1998). Automatic lexical profiling of learner texts. In S. Granger (Ed.), Learner English on computer (pp. 119–131). London & New York: Addison Wesley Longman.
Granger, S., & Thewissen, J. (2005a). The contribution of error-tagged learner corpora to the assessment of language proficiency. Evidence from the International Corpus of Learner English. Presented at the 27th Language Testing Research Colloquium, Ottawa (Canada).
Granger, S., & Thewissen, J. (2005b). Towards a reconciliation of a Can Do and Can’t Do approach to language assessment. Presented at the Second Annual Conference of EALTA (European Association of Language Testing and Assessment), Voss (Norway).
Granger, S., & Tribble, C. (1998). Learner corpus data in the foreign language classroom: form-focused instruction and data-driven learning. In S. Granger (Ed.), Learner English on computer (pp. 199–209). London; New York: Addison Wesley Longman.
Granger, S., & Vander, V. (2007). Corpus linguistics, language learning and ELT. Mindbite, 11–14.
Granger, S., Vandeventer, A., & Hamel, M.-J. (2001). Analyse des corpus d’apprenants pour l’ELAO base sur le TAL. Traitement automatique des langues, 42(2), 609–621.
Granger, S., & Wynne, M. (1999). Optimising measures of lexical variation in EFL learner corpora. In J. Kirk (Ed.), Corpora Galore (pp. 249–257). Amsterdam & Atlanta: Rodopi.
Grant, L., & Ginther, A. (2000). Using Computer-Tagged Linguistic Features to Describe L2 Writing Differences. Journal of Second Language Writing, 9(2), 123–145. https://doi.org/10.1016/S1060-3743(00)00019-9
Green, C., Christopher, E., & Lam Kam Mei, J. (2000). The incidence and effect on coherence of marked themes in interlanguage texts: a corpus-based enquiry. English for Specific Purposes, 19(2), 99–113.
Gregori-Signes, C., & Clavel-Arroitia, B. (2015). Analysing Lexical Density and Lexical Diversity in University Students⿿ Written Discourse. Procedia - Social and Behavioral Sciences, 198, 546–556. https://doi.org/10.1016/j.sbspro.2015.07.477
Gries, S. (Forthcoming). Statistical methods in learner corpus research. In G. Gilquin, S. Granger, & F. Meunier (Eds.), The Cambridge Handbook of Learner Corpus Research. Cambridge: Cambridge University Press.
Gries, S. (2008). Corpus-based methods in analyses of SLA data. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 406–431). New York: Routledge.
Gries, S. (2013). Statistical tests for the analysis of learner corpus data. In N. Ballier, A. Diaz-Negrillo, & P. Thompson (Eds.), Automatic treatment and analysis of learner corpus data (pp. 287–310). Amsterdam & Philadelphia: John Benjamins.
Gries, S., & Deshors, S. (2014). Using regressions to explore deviations between corpus data and a standard/target: two suggestion. Corpora, 9(1), 109–136.
Gries, S. T. (2015). Statistics for learner corpus research. In The Cambridge Handbook of Learner Corpus Research. Retrieved from http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-learner-corpus-research?format=HB
Gries, S. T., & Adelman, A. S. (2014). Subject Realization in Japanese Conversation by Native and Non-native Speakers: Exemplifying a New Paradigm for Learner Corpus Research. In J. Romero-Trillo (Ed.), Yearbook of Corpus Linguistics and Pragmatics 2014 (pp. 35–54). Springer International Publishing. Retrieved from http://link.springer.com/chapter/10.1007/978-3-319-06007-1_3
Gries, S. T., & Deshors, S. C. (2015). EFL and/vs. ESL?: A multi-level regression modeling perspective on bridging the paradigm gap. International Journal of Learner Corpus Research, 1(1), 130–159. https://doi.org/10.1075/ijlcr.1.1.05gri
Gries, S. T., & Wulff, S. (2009). Psycholinguistic and corpus-linguistic evidence for L2 constructions. Annual Review of Cognitive Linguistics, 7, 163–186.
Gries, S. T., Wulff, S., & Lester, N. (n.d.). Optional that in complementation by German and Spanish learners. In  andrea Tyler & C. L. Moder (Eds.), What is applied cognitive linguistics? Answers from current SLA research. New York: de Gruyter Mouton. Retrieved from http://www.linguistics.ucsb.edu/faculty/stgries/research/ToApp_SW_STG_NL_OptionalThatOfGermSpanLearners_ApplCognLing.pdf
Gries, S., & Wulff, S. (2013). The genitive alternation in Chinese and German ESL learners. Towards a multifactorial notion of context in learner corpus research. International Journal of Corpus Linguistics, 18(3), 327–356.
Grigaliūnienė, Jonė, Bikelienė, L., & Juknevičienė, R. (2008). The Lithuanian Component of the International Corpus of Learner English (LICLE): a Resource for English Language Learning, Teaching and Research at Lithuanian Institutions of Higher Education. Žmogus Ir Žodis, 10(3), 62–66.
Grigaliūnienė, Jone, & Juknevičienė, R. (2011). Formulaic language, learner speech and the spoken corpus of learner English LINDSEI-LITH. Žmogus Ir Žodis, 13(III), 12–18.
Grigaliūnienė, Jonė, & Juknevičienė, R. (2012). Corpus-based learner language research : contrasting speech and writing. Deeds and Days (Darbai Ir Dienos), 58, 137–152.
Grigaliūnienė, Jone, & Juknevičienė, R. (2013). Recurrent formulaic sequences in the speech and writing of the Lithuanian learners of English. In S. 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. 211–222).
Groom, N. (2009). Effects of second language immersion on second language collocational development. In Andy Barfield & H. Gyllstad (Eds.), Researching collocations in another language: multiple interpretations (pp. 21–33). Palgrave Macmillan.
Guarda, M. (2015). Focus on Form in Computer-Mediated Communication: Using Written Learner Data to Foster Language and Pragmatic Skills in Communicative Contexts. In Studies in Learner Corpus Linguistics: Research and Applications for Foreign Language Teaching and Assessment (Vol. 190, pp. 87–102). Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien: Peter Lang.
Gui, S., & Yang, H. (2002). Chinese learner English corpus. Shanghai: Shanghai Foreign Language Education Press.
Guillot, M. N. (2005). Il y a des gens qui disent que... “there are people who say that...” Beyond grammatical accuracy in FL learners’ writing: issues of non-nativeness. International Review of Applied Linguistics (IRAL), 43(2), 109–128.
Guo, L., Crossley, S. A., & McNamara, D. S. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18(3), 218–238. https://doi.org/10.1016/j.asw.2013.05.002
Guo, X. (2002). A comparative corpus study of modal verbs in COLEC and LOCNESS. Presented at the First Inter-Varietal Applied Corpus Studies (IVACS) conference, Limerick.
Guo, X. (2003). Between verbs and nouns and between the base form and the other forms of verbs - a contrastive study into COLEC and LOCNESS. In Dawn Archer, P. Rayson, A. Wilson, & T. McEnery (Eds.) (Vol. 16, pp. 274–281). Presented at the Corpus Linguistics 2003 Conference, Lancaster University: University Centre for Computer Research on Language. Retrieved from http://ucrel.lancs.ac.uk/publications/CL2003/papers/guo.pdf
Guo, X. (2005). Modal auxiliaries in phraseology: a contrastive study of learner English and native speaker English. In P. Danielsson & M. Wagenmakers (Eds.), Proceedings from the Corpus Linguistics Conference Series (Vol. 1). Birmingham. Retrieved from http://www.birmingham.ac.uk/research/activity/corpus/publications/conference-archives/2005-birmingham.aspx
Guo, X. (2006a). Verbs in the written English of Chinese learners : a corpus-based comparison between non-native speakers and native speakers. University of Birmingham.
Guo, X. (2006b). Verbs in the written English of Chinese learners: a corpus-based comparison between non-native speakers and native speakers. The University of Birmingham, Birmingham. Retrieved from http://etheses.bham.ac.uk/871/
Guo, X. (2007). Errors or partial acquisition. A case study of a young English learner’s interlanguage. In E. Hidalgo, L. Quereda, & J. Santana (Eds.), Corpora in the foreign language classroom (pp. 91–104). Amsterdam & New York: Rodopi.
Gut, U. (2008). Phonology in advanced learners of  German - an approach based on the LeaP corpus. In M. Walter & P. Grommes (Eds.), Fortgeschrittene Lernervarietäten: Zweitspracherwerbsforschung und Korpuslinguistik (Vol. 520, pp. 189–208). Tübigen: Niemeyer-Verlag. Retrieved from http://userpage.fu-berlin.de/~maik/dgfs/gut_handout.pdf
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Haan, P. de, & Haagen, M. van der. (2014). A longitudinal study of the syntactic development of very advanced Dutch EFL writing. In L. Vandelanotte, K. Davidse, D. Kimps, & C. Gentens (Eds.), Recent Advances in Corpus Linguistics. Developing and Exploiting Corpora (pp. 335–349). Amsterdam & New York: Rodopi. Retrieved from http://booksandjournals.brillonline.com/content/books/b9789401211130s017
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Hägglund, M. (2001). Do Swedish advanced learners use spoken language when they write in English? Moderne Sprak, 95(1), 2–8.
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Hammarberg, B. (1999). Manual of the ASU Corpus, a longitudinal text corpus of adult learner Swedish with a corresponding part from native Swedes. Stockholm: Stockholms universitet: Institutionen för lingvistik.
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Han, N.-R., Tetreault, J. R., Lee, S.-H., & Ha, J.-Y. (2010). Using an Error-Annotated Learner Corpus to Develop an ESL/EFL Error Correction System. In Proceedings of LREC’10. Retrieved from http://www.lrec-conf.org/proceedings/lrec2010/pdf/821_Paper.pdf
Hana, J., Rosen, A., Škodová, S., & Štindlová, B. (2010). Error-tagged Learner Corpus of Czech (pp. 11–19). Presented at the Fourth Linguistic Annotation Workshop (LAW IV), Uppsala 15-16 July 2010, Uppsala University (Sweden). Retrieved from http://www.aclweb.org/anthology/W/W10/W10-1802.pdf
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