Article published In:
English Text Construction
Vol. 1:1 (2008) ► pp.4161
Cited by

Cited by 68 other publications

Abbuhl, Rebekha
2011. Using Models in Writing Instruction. SAGE Open 1:3  pp. 215824401142629 ff. DOI logo
Abbuhl, Rebekha
2012. Using self-referential pronouns in writing: The effect of explicit instruction on L2 writers at two levels of proficiency. Language Teaching Research 16:4  pp. 501 ff. DOI logo
Alward, Ali
2019. Exploring Self-Mention in The Yemeni EFL Argumentative Writing Across Three Proficiency Levels. Issues in Language Studies 8:2 DOI logo
Barkaoui, Khaled
2023. Exploring task effects on register variation in second language learners’ writing. TASK. Journal on Task-Based Language Teaching and Learning 3:1  pp. 109 ff. DOI logo
Bartley, Leanne & Encarnación Hidalgo-Tenorio
2016. “Well, I think that my argument is…,” or modality in a learner corpus of English. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29:1  pp. 1 ff. DOI logo
Belz, Malte & Carolin Odebrecht
2022. Abschnittsweise Analyse sprachlicher Flüssigkeit in der Lernersprache: Das Ganze ist weniger informativ als seine Teile. Zeitschrift für germanistische Linguistik 50:1  pp. 131 ff. DOI logo
Davidse, Kristin, Liesbet Heyvaert & An Laffut
2015. Conjunctive structures in learner English. English Text Construction 8:2  pp. 236 ff. DOI logo
DeCoursey, Christina A
2019. Metadiscourse, Writer Identity and Reader Construction among Novice Arabic-Speaking ESL Writers. English Studies at NBU 5:2  pp. 284 ff. DOI logo
Deshors, Sandra C.
2018. Does the passé composé influence L2 learners’ use of English past tenses?. International Journal of Learner Corpus Research 4:1  pp. 23 ff. DOI logo
Deshors, Sandra C., Sandra Götz & Samantha Laporte
2016. Linguistic innovations in EFL and ESL. International Journal of Learner Corpus Research 2:2  pp. 131 ff. DOI logo
De Cock, Sylvie & Henry Tyne
2014. Corpus d'apprenants et acquisition des langues. Recherches en didactique des langues et des cultures 11:1 DOI logo
Ebrahimi, Seyed Foad & Seyed Aqil Fakheri
2019. Features of Informality in Applied Linguistics Research Articles Published in Iranian Local Journals. Romanian Journal of English Studies 16:1  pp. 135 ff. DOI logo
Gablasova, Dana, Vaclav Brezina, Tony Mcenery & Elaine Boyd
2017. Epistemic Stance in Spoken L2 English: The Effect of Task and Speaker Style. Applied Linguistics 38:5  pp. 613 ff. DOI logo
Gablasova, Dana, Vaclav Brezina & Tony McEnery
2019. The Trinity Lancaster Corpus. In Learner Corpora and Language Teaching [Studies in Corpus Linguistics, 92],  pp. 7 ff. DOI logo
Gafni, Chen, Livnat Herzig Sheinfux, Hadar Klunover, Anat Bar Siman Tov, Anat Prior & Shuly Wintner
2024. Analyzing learner language: the case of the Hebrew Learner Essay Corpus. Language Resources and Evaluation DOI logo
Gilquin, Gaëtanelle
2015. At the interface of contact linguistics and second language acquisition research. English World-Wide. A Journal of Varieties of English 36:1  pp. 91 ff. DOI logo
Gilquin, Gaëtanelle
2016. Discourse markers in L2 English. In New Approaches to English Linguistics [Studies in Language Companion Series, 177],  pp. 213 ff. DOI logo
Gilquin, Gaëtanelle
2021. Using corpora to foster L2 construction learning: A data‐driven learning experiment. International Journal of Applied Linguistics 31:2  pp. 229 ff. DOI logo
Gilquin, Gaëtanelle
2022. Diachronic learner corpus research. In Broadening the Spectrum of Corpus Linguistics [Studies in Corpus Linguistics, 105],  pp. 40 ff. DOI logo
Gilquin, Gaëtanelle
2022. Cognitive corpus linguistics and pedagogy. Pedagogical Linguistics 3:2  pp. 109 ff. DOI logo
Gilquin, Gaëtanelle
2023. Second and foreign language learners: The effect of language exposure on the use of English phrasal verbs. International Journal of Bilingualism  pp. 136700692311691 ff. DOI logo
Gilquin, Gaëtanelle & Samantha Laporte
2021. The Use of Online Writing Tools by Learners of English: Evidence From a Process Corpus. International Journal of Lexicography 34:4  pp. 472 ff. DOI logo
Granger, Sylviane
2015. Contrastive interlanguage analysis. International Journal of Learner Corpus Research 1:1  pp. 7 ff. DOI logo
Güngör, Fatih & Hacer Hande Uysal
2020. Lexical bundle use and crosslinguistic influence in academic texts. Lingua 242  pp. 102859 ff. DOI logo
Hasselgård, Hilde
2014. It-clefts in English L1 and L2 academic writing. In Corpus Interrogation and Grammatical Patterns [Studies in Corpus Linguistics, 63],  pp. 295 ff. DOI logo
Hasselgård, Hilde
2015. Lexicogrammatical features of adverbs in advanced learner English. ITL - International Journal of Applied Linguistics 166:1  pp. 163 ff. DOI logo
Hollmann, Willem B., Kazuko Fujimoto & Masahiro Kuroda
2024. Japanese EFL undergraduate students’ use of the epistemic modal verbs may, might, and could in academic writing. Language Learning in Higher Education 14:1  pp. 21 ff. DOI logo
Hong, Huaqing & Feng Cao
2014. Interactional metadiscourse in young EFL learner writing. International Journal of Corpus Linguistics 19:2  pp. 201 ff. DOI logo
Kostromitina, Maria
2022. Cross-linguistic transfer in academic journal writing: Evidence from lexical bundle analysis in Russian and English. Research in Corpus Linguistics 10:2  pp. 70 ff. DOI logo
Larsson, Tove, Magali Paquot & Douglas Biber
2021. Chapter 9. On the importance of register in learner writing. In Corpus-based Approaches to Register Variation [Studies in Corpus Linguistics, 103],  pp. 235 ff. DOI logo
Lee, David Y.W. & Sylvia Xiao Chen
2009. Making a bigger deal of the smaller words: Function words and other key items in research writing by Chinese learners. Journal of Second Language Writing 18:3  pp. 149 ff. DOI logo
Lee, David Y.W. & Sylvia Xiao Chen
2009. Making a bigger deal of the smaller words: Function words and other key items in research writing by Chinese learners. Journal of Second Language Writing 18:4  pp. 281 ff. DOI logo
Lee, Joseph J., Tetyana Bychkovska & James D. Maxwell
2019. Breaking the rules? A corpus-based comparison of informal features in L1 and L2 undergraduate student writing. System 80  pp. 143 ff. DOI logo
Lili, Yang
2020. Modal Markers in Chinese E-mails Produced by Students of Learning Chinese as Foreign Language. Researching and Teaching Chinese as a Foreign Language 3:1  pp. 65 ff. DOI logo
Lim, Joyce Dong Ok, Geraldine Mark, Pascual Pérez-Paredes & Anne O’Keeffe
2024. Exploring part of speech (pos) tag sequences in a large-scale learner corpus of L2 English: a developmental perspective. Corpora 19:1  pp. 31 ff. DOI logo
Lindstromberg, Seth, June Eyckmans & Rachel Connabeer
2016. A modified dictogloss for helping learners remember L2 academic English formulaic sequences for use in later writing. English for Specific Purposes 41  pp. 12 ff. DOI logo
Lingard, Lorelei & Chris Watling
2024. The writer's voice repertoire: Exploring how health researchers accomplish a distinctive ‘voice’ in their writing. Medical Education 58:5  pp. 523 ff. DOI logo
Liu, Tanjun
2021. Chapter 8. Data-driven learning. In Beyond Concordance Lines [Studies in Corpus Linguistics, 102],  pp. 177 ff. DOI logo
Lynne Flowerdew
2014. Learner Corpus Research in EAP: Some key issues and future pathways. English Language and Linguistics 20:2  pp. 43 ff. DOI logo
Malá, Markéta, Gabriela Brůhová & Kateřina Vašků
2022. Reporting Verbs in L1 and L2 English Novice Academic Writing. ELOPE: English Language Overseas Perspectives and Enquiries 19:2  pp. 127 ff. DOI logo
Man, Deliang & Meng Huat Chau
2019. Learning to evaluate through that-clauses: Evidence from a longitudinal learner corpus. Journal of English for Academic Purposes 37  pp. 22 ff. DOI logo
Marti, Leyla, Selahattin Yilmaz & Yasemin Bayyurt
2019. Reporting research in applied linguistics: The role of nativeness and expertise. Journal of English for Academic Purposes 40  pp. 98 ff. DOI logo
2024. A topic which I want to know more about – preposition placement in finite WH-relative clauses in World Englishes. English Language and Linguistics  pp. 1 ff. DOI logo
Pan, Fan
2018. A multidimensional analysis of L1–L2 differences across three advanced levels. Southern African Linguistics and Applied Language Studies 36:2  pp. 117 ff. DOI logo
Peters, Elke & Paul Pauwels
2015. Learning academic formulaic sequences. Journal of English for Academic Purposes 20  pp. 28 ff. DOI logo
Puga, Karin & Sandra Götz
2017. ‘Keep out of reach of children!’ Introducing the Corpus of Product Information (CoPI) and its potential for corpus-based genre teaching. Corpora 12:3  pp. 393 ff. DOI logo
Pérez-Paredes, Pascual & María Sánchez-Tornel
2014. Adverb use and language proficiency in young learners’ writing. International Journal of Corpus Linguistics 19:2  pp. 178 ff. DOI logo
Rankin, Tom
Rodríguez-Fuentes, Rodrigo A. & Aleksandra M. Swatek
2022. Exploring the effect of corpus-informed and conventional homework materials on fostering EFL students’ grammatical construction learning. System 104  pp. 102676 ff. DOI logo
Sanders, Grace & Angela de Bruin
2023. Examining the difference in error detection when listening to native and non-native speakers. Quarterly Journal of Experimental Psychology 76:7  pp. 1547 ff. DOI logo
Sung, Min-Chang
2020. Underuse of English verb–particle constructions in an L2 learner corpus: Focus on structural patterns and one-word preference. Corpus Linguistics and Linguistic Theory 16:1  pp. 189 ff. DOI logo
Szmrecsanyi, Benedikt & Laura Rosseel
2020. English Corpus Linguistics. In The Handbook of English Linguistics,  pp. 29 ff. DOI logo
Tono, Yukio & María Belén Díez-Bedmar
2014. Focus on learner writing at the beginning and intermediate stages. International Journal of Corpus Linguistics 19:2  pp. 163 ff. DOI logo
Tåqvist, Marie Kristin
2018. “A wise decision”: Pre-modification of discourse-organising nouns in L2 writing. Journal of Second Language Writing 41  pp. 14 ff. DOI logo
Ureel, Jim J. J., Ella Diels, Isabelle S. Robert & Iris Schrijver
2022. The development of L2 sociolinguistic competence in translation trainees: an accommodation-based longitudinal study into the acquisition of sensitivity to grammatical (in)formality in English. The Interpreter and Translator Trainer 16:1  pp. 78 ff. DOI logo
Urzua, Alfredo
2015. Corpora, context, and language teachers. In Corpus-based Research in Applied Linguistics [Studies in Corpus Linguistics, 66],  pp. 99 ff. DOI logo
Wang, Ying
2019. A functional analysis of text-oriented formulaic expressions in written academic discourse: Multiword sequences vs. single words. English for Specific Purposes 54  pp. 50 ff. DOI logo
Wei, Jing
2016. Thematic choice in Chinese college students' English essays. English for Specific Purposes 41  pp. 50 ff. DOI logo
Weigle, Sara Cushing & Eric Friginal
2015. Linguistic dimensions of impromptu test essays compared with successful student disciplinary writing: Effects of language background, topic, and L2 proficiency. Journal of English for Academic Purposes 18  pp. 25 ff. DOI logo
Yoon, Choongil
2019. Stance in the Introductory it Construction: A Comparative Study of Argumentative Writing by Korean EFL and English L1 Students. Lanaguage Research 55:3  pp. 601 ff. DOI logo
Zalbidea, Janire
2024. Variability in heritage and second language writers’ linguistic complexity: Roles of proficiency and motivational beliefs. Studies in Second Language Acquisition 46:2  pp. 330 ff. DOI logo
Ädel, Annelie
2014. Selecting quantitative data for qualitative analysis: A case study connecting a lexicogrammatical pattern to rhetorical moves. Journal of English for Academic Purposes 16  pp. 68 ff. DOI logo
Çandarlı, Duygu, Yasemin Bayyurt & Leyla Martı
2015. Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives. Journal of English for Academic Purposes 20  pp. 192 ff. DOI logo
ÖZBAY, Ali Şükrü & Zehra GÜRSOY
2023. Computerized corpus as a tool for educational technology and learning in the analysis of four-word recurrent expressions. Journal of Educational Technology and Online Learning 6:1  pp. 249 ff. DOI logo
2020. Corpus of Academic Learner English (CALE): A new corpus at the intersection of corpus linguistics and English for academic purposes. The Literacy Trek 6:2  pp. 41 ff. DOI logo
2017. The Effect of Task Type on Improving EFL Learners’ Awareness of Academic Register in L2 Vocabulary. English21 30:4  pp. 367 ff. DOI logo
[no author supplied]
2008. Book reviews. Linguistics 46:3 DOI logo

This list is based on CrossRef data as of 30 may 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.