Progression and Variation
Pieter De Haan, Rina De Vries
Learner Corpus Research (LCR) is a vibrant discipline, which combines methodological rigour in the analysis of authentic learner data with a focus on practical pedagogical application. Following conferences in Louvain and Bergen, the third LCR conference, hosted by Radboud University Nijmegen, the Netherlands, illustrated how LCR has...
Exploring may and can across Learner Corpora
This volume is a comprehensive corpus-based study of how learners of English (specifically French and Chinese) use the modal verbs may and can. It presents insightful data valuable to researchers whose main interests include: modality, learner corpus research, applied approaches to construction grammar and corpus-based cognitive...
A Learner Corpus Approach
This volume is a corpus study of the construct of accuracy by learners of English as a Foreign Language based on the International Corpus of Learner English. It offers valuable information about the development of more than forty error types in a wide variety of domains such as grammar, lexis, lexico-grammar, spelling and...
From Predicative to Discourse Functions
Laure Sarda, Shirley Carter-Thomas
Contributions in this volume will lead to a better understanding of the complex interplay of competing motivations affecting the use of adverbials in...
Proceedings of the 2nd International Conference on Linguistic and Psycholinguistic Approaches to Text Structuring (LPTS 2011)
Catherine Bolly, Liesbeth Degand
The contributions in this volume follow the suggestion to consider discourse structure not only from the perspective of variation between the written and the spoken mode, but also from the perspective of variation on a continuum from formal to...
Proceedings of the First Learner Corpus Research Conference (LCR 2011)
Sylviane Granger, Gaëtanelle Gilquin
This proceedings volume covers issues of learner corpus design, collection and annotation and contains reports on various aspects of (written and spoken) learner interlanguage as well as design of learner-corpus-informed...