In:Beyond Concordance Lines: Corpora in language education
Edited by Pascual Pérez-Paredes and Geraldine Mark
[Studies in Corpus Linguistics 102] 2021
► pp. vii–viii
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Published online: 22 December 2021
https://doi.org/10.1075/scl.102.toc
https://doi.org/10.1075/scl.102.toc
Table of contents
AcknowledgementsIX
Introduction1
Pascual Pérez-Paredes
Geraldine Mark
Chapter 1.Research in data-driven learning9
Alex Boulton
Chapter 2.Data-driven learning, theories of learning and second language acquisition: In search of intersections35
Anne O’Keeffe
Chapter 3.Looking back on 25 years of TaLC: In conversation with Profs Tony McEnery and Mike McCarthy57
Michael McCarthy
Tony McEnery
Geraldine Mark
Pascual Pérez-Paredes
Chapter 4.L2 development of -ing clauses: A longitudinal study of Norwegian learners75
Hildegunn Dirdal
Chapter 5.Collocations in learner English: A true-longitudinal perspective97
Rolf Kreyer
Chapter 6.Profiling learners through pragmatically and error annotated corpora121
Martin Weisser
Chapter 7.Exploring the impact of data-driven learning in extensive reading149
Gregory Hadley
Hiromi Hadley
Chapter 8.Data-driven learning: Using #LancsBox in academic collocation learning177
Tanjun Liu
Chapter 9.Scoledit: A tool to analyse learners’ writing and understand the challenges of language education207
Claire Wolfarth
Claude Ponton
Catherine Brissaud
Chapter 10.CEFR-J × 28: Corpus-based multilingual pedagogical resources and e-learning systems for 28 languages231
Yukio Tono
Index253
