In:Learner Corpora and Language Teaching
Edited by Sandra Götz and Joybrato Mukherjee
[Studies in Corpus Linguistics 92] 2019
► pp. 265–267
Index
Published online: 6 May 2019
https://doi.org/10.1075/scl.92.index
https://doi.org/10.1075/scl.92.index
A
- a bit 221, 230, 232–236, 238
- academic essay 80, 82, 95–96
- academic literacy 132, 147, 150
- academic writing 129–134, 148–151
- accuracy rate 160, 164–165, 170
- active listenership 23–24
- advanced learner(s) 55, 92, 102, 196, 221, 231–232, 238–239
- articulation rate 177, 183
- attribution 132, 135–136, 144–149, 150
- automated generation 34–35
- automatic analysis 102–103, 117, 119
- automatic syntactic complexity 113, 117
B
- boundary tone 192–194, 203–204
- British intonation1
C
- CALEsee Corpus of Academic Learner English
- CEAsee computer-aided error analysis
- CIA 2 79–80, 83 ; see also Contrastive Interlanguage Analysis
- citation 132–133, 135, 136, 144–145, 147
- co-text 130–131
- coherence 76, 77
- cohesion 75–76, 77–78, 80, 93, 96
- cohesive device 76–77, 80, 117
- collocation 54, 56, 58, 68–70
- collocational competence54
- combination frequency 108, 115, 116, 121–122
- complex phrasal verbs 63, 64
- composition 130, 159
- compound 56, 58–59, 61, 65
- computer-aided error analysis159
- Contrastive Interlanguage Analysis 57, 78, 195 ; see also CIA 2
- corpus design 186, 224
- Corpus of Academic Learner English 130–131, 134
- corpus tool250
- cross-linguistic influence 78, 81, 95–96
- curriculum 16, 118, 246, 252–253
- Czech learners of English178
D
- data-driven learning 16, 121, 149, 253
- DDLsee data-driven learning
- depth of vocabulary 51–52, 53
- direct quotation 129–131, 131–134, 139, 142, 148–150
- disagreement 18–19
- disciplinary assignments130
- discourse marker 77, 78, 220–221, 221–223, 228, 231–232
E
- edge tone 192, 193, 197, 200
- EFL
75, 96
- classroom 33–34, 93, 207, 208
- learner 82, 90, 103, 104, 133, 159, 161, 170
- instructor 31, 43, 91, 93
- teacher 208, 249, 250
- teaching 77, 208, 249, 251–252
- textbook 91, 93
- English as a foreign languagesee EFL
- embedding143
- error
11, 16, 17, 31, 32, 33, 34, 39, 40, 49, 55, 59, 61, 67, 77, 78, 92, 112, 133, 157–161, 163, 167–168, 169, 170, 171, 253, 256, 261
- analysis16
- annotationsee error tagging
- rates 164, 165, 166, 167
- span 36, 37, 38, 40, 41
- tagged learner corpus30
- tagging 29, 32–33, 34, 35, 36, 38, 42, 46–48, 162, 163, 164
- essay writing 65–66, 95–96
- expert annotation 30, 33
F
- fluency 43, 175–178, 187, 195, 199, 219–221, 222–223, 237–239
G
- German learners of English 52, 54, 57, 65, 67, 70–71, 134, 193–195, 196, 208, 220, 223–224, 226, 237–239, 254
H
- hedge21
- hedging19
- high-frequency verb 52, 55–57
I
- I mean 222, 223, 225, 229, 230, 230, 232, 235–236
- ICCIsee International Corpus of Crosslinguistic Interlanguage
- ICLEsee International Corpus of Learner English
- idiom 56–57, 59–60, 65–67
- intensifier 254–260
- intensifying adverb 254–260
- interlanguage
78, 95, 157–158
- continuum157
- intermediate phrase 192, 202, 205, 207
- International Corpus of Crosslinguistic Interlanguage 104, 105, 254
- International Corpus of Learner English 53, 57, 82–83
- intertextual strategy 129–131, 132–134, 148–150
- intertextuality 130–135, 144, 148–150
- intonation phrase 192, 201
- intonational phrasing 193–194, 207
- Italian learners of English 78, 80, 81–83, 92–94, 95
J
- Japanese learners of English 159–160
K
- keyword analysis 105–106, 108–112, 121–122
- kind of 222, 223, 225, 229, 230, 232, 234
L
- L1 background 11, 14, 93
- L2 intonation207
- L2 proficiency 11, 18, 103
- L2 prosody 191–192, 193–195, 208
- language development 102–103, 117, 158, 170, 247
- learner corpus research 10, 70, 78, 92–93, 253
- learner speech 23, 176, 180, 187, 191, 194, 220, 222, 238
- learner writing 30, 33, 43, 76, 77–79, 80–81, 93–96, 102, 104, 112, 116–118, 122–123, 129–134, 148–151, 170–171, 253–254
- lexical choice 160, 163, 165, 170
- LINDSEIsee Louvain International Database of Spoken English Interlanguage
- LINDSEI Czech 178–180
- linking adjunct 77, 80–82, 92–96
- LOCNESSsee Louvain Corpus of Native English Essays
- log-likelihood 84, 105–106
- Louvain Corpus of Native English Essays 53–54, 83, 196
- Louvain International Database of Spoken English Interlanguage 9, 178, 196, 223–224
M
- misuse 55, 78, 169
- Modular Object-Oriented Dynamic Learning Environment 35, 40–41
- moodlesee Modular Object-Oriented Dynamic Learning Environment
N
- noun phrase
59, 107, 118–119
- complexity 103, 105, 107–108, 113, 116, 122
- elaboration 104, 116, 120
O
- or something 225, 229, 232, 234–237
- overuse 53, 54, 77, 79, 90, 92, 109–111, 133, 194, 203–206, 221, 231, 238
P
- paraphrasing 131, 138, 148
- perceived fluency175
- personal pronoun 127, 147
- phrasal verb 56–57, 59, 63–64, 70
- phrase accent 192, 193, 204–205
- plagiarism 130, 149
- production mode 160, 164–166, 170–171
- proficiency level 9, 18–19, 95, 158–160, 161–162, 170–171
- pruned and unpruned words176
Q
- qualitative knowledge 53–54, 70, 71
- qualitative lexical approach54
- quantitative knowledge 52–53
R
- reporting structure 136–137, 144–146, 150
- research paper134
S
- second language writingsee learner writing
- second language acquisition51
- semantic prosody259
- SLAsee second language acquisition
- smallword 219–222, 237–239
- Spanish learners of English 104–105, 193–194, 196, 206–208
- speakingsee learner speech
- speech rate 175–178, 179, 180–186
- speech tempo 175, 176
- spoken productionsee learner speech
- stance
112, 232, 254
- marker 230, 232
- stay abroad 195, 197, 206, 226–228, 238
- syntactic complexity 101–103, 114, 117, 122
- syntactic sophistication 106–109, 114–117, 121–123
T
- task
9–11, 20–21
- design 186–187
- teacher 70, 148–149, 170, 207–208, 220, 238–239, 245–261
- teaching materials 25, 70, 246, 253
- third-person singular –s 167–169, 170–171
- TLCsee Trinity Lancaster Corpus
- ToBI annotation 198, 200
- Trinity Lancaster Corpus 8–9
U
- undergraduate students82
- underuse 79, 92
V
- vagueness marker232
W
- well 221, 222, 225, 229, 231–233, 234–237
- words per minute 176, 177
- written productionsee learner writing
Y
- young learners254
