International Journal of Learner Corpus Research

Main information
General Editors
Sandra Götz | Philipps University Marburg | goetz-lehmann at uni-marburg.de
ORCID logoMagali Paquot | Université catholique de Louvain | magali.paquot at uclouvain.be
Consulting Editor
ORCID logoSylviane Granger | Université catholique de Louvain
Review Editor
ORCID logoTove Larsson | Northern Arizona University
Editorial Assistant
Carmen Kraft | Philipps University Marburg
ORCID logoPeter Thwaites | Université catholique de Louvain
Founding Editors
ORCID logoMarcus Callies | Universität Bremen
ORCID logoMagali Paquot | Université catholique de Louvain

The International Journal of Learner Corpus Research (IJLCR) is a forum for researchers who collect, annotate, and analyse computer learner corpora and/or use them to investigate topics in Second Language Acquisition and linguistic theory in general, inform foreign and second language teaching, develop learner-corpus-informed tools (e.g. courseware, proficiency tests, dictionaries and grammars) or conduct natural language processing tasks (e.g. annotation, automatic spell- and grammar-checking, L1 identification). IJLCR aims to highlight the multidisciplinary and broad scope of practice that characterizes the field and publishes original research covering methodological, theoretical and applied work in any area of learner corpus research. IJLCR features research articles, review articles, replication studies, corpus reports, materials & methods reports, software reports, shared task reports, position papers and reviews of books, corpora and software tools. The language of the journal is English. The journal will occasionally publish special issues (for details please contact the general editors). All contributions are peer-reviewed.


IJLCR publishes its articles Online First.

ISSN: 2215-1478 | E-ISSN: 2215-1486
DOI logo
https://doi.org/10.1075/ijlcr
Latest articles

13 January 2025

  • The effect of lexical complexity on grading of Swedish EFL learners’ texts during high-stakes exams
    Christian Holmberg Sjöling
  • 10 January 2025

  • Encouraging cumulative knowledge building as normal practice in (learner) corpus research
    Tove LarssonDouglas Biber | IJLCR 11:1 (2025) pp. 1–16
  • 9 January 2025

  • Intensification in written L2 Italian: Insights from the multilingual region of South Tyrol
    Stefania Spina, Aivars GlaznieksAndrea Abel
  • 9 December 2024

  • Adjective + noun collocations in L2 spoken English: How robust is the role of proficiency?
    Dana GablasovaVaclav Brezina | IJLCR 11:1 (2025) p. 79
  • 14 November 2024

  • Referees in 2023
    IJLCR 10:2 (2024) p. 383
  • 29 October 2024

  • From early to future learner corpus research
    Sylviane Granger | IJLCR 10:2 (2024) pp. 247–279
  • Phraseological sophistication as a multidimensional construct: Exploring the relationship between association, register specificity and frequency of word combinations
    Magali PaquotHubert Naets | IJLCR 11:1 (2025) pp. 217–244
  • 25 October 2024

  • Vocabulary sophistication in children’s L2 school writing
    Philip Durrant, Hildegunn DirdalVeronica Dahlby Tveitan | IJLCR 11:1 (2025) pp. 17–46
  • The relative influence of language backgrounds, communicative text types, and disciplines in undergraduate student writing
    Larissa GoulartTülay Dixon | IJLCR 11:1 (2025) pp. 178–216
  • 24 October 2024

  • Ten years of the International Journal of Learner Corpus Research
    Sandra GötzMagali Paquot | IJLCR 10:2 (2024) pp. 241–246
  • 21 October 2024

  • The more proficient the learners, the less sophisticated their L2 vocabulary? The curious effect of the reference corpus on mean-frequency measures of lexical sophistication
    Raffaella BottiniElen Le Foll | IJLCR 11:1 (2025) pp. 47–78
  • 18 October 2024

  • Complexity and accuracy of verbal morphology in written L2 Italian: The role of proficiency and contingency
    Stefania Spina | IJLCR 11:1 (2025) pp. 114–144
  • 13 September 2024

  • The Core Metadata Schema for Learner Corpora (LC-meta): Collaborative efforts to advance data discoverability, metadata quality and study comparability in L2 research
    Magali Paquot, Alexander König, Egon W. StemleJennifer-Carmen Frey | IJLCR 10:2 (2024) pp. 280–300
  • 27 August 2024

  • Shin’ichiro Ishikawa. 2023. The ICNALE Guide: An Introduction to a Learner Corpus Study on Asian Learners’ L2 English
    Reviewed by Jingxin Zhang, Yabo YanYong Mei | IJLCR 10:2 (2024) pp. 377–382
  • 1 July 2024

  • Comparing theory-based models of grammatical complexity in student writing
    Douglas Biber, Tove Larsson, Gregory R. Hancock, Randi Reppen, Shelley StaplesBethany Gray | IJLCR 11:1 (2025) pp. 145–177
  • 28 June 2024

  • Learning to interact from conversational narratives: New perspectives for a data-driven approach integrating L2 speaker data
    Virginie André, Alex Boulton, Maud CiekanskiClara Cousinard | IJLCR 10:1 (2024) p. 67
  • Proficiency-rated learner corpora: A promising resource for data-driven learning
    Luciana Forti | IJLCR 10:1 (2024) pp. 216–240
  • Expressions of epistemic stance in computer-mediated L2 speaking assessment: A corpus-based approach
    Dana Gablasova, Luke Harding, Vaclav BrezinaJamie Dunlea | IJLCR 10:1 (2024) pp. 183–215
  • Teaching L2 speech fluency with learner‑corpus‑based awareness‑raising activities: Insights from a short-term intervention study
    Pauliina PeltonenPekka Lintunen | IJLCR 10:1 (2024) pp. 39–66
  • Using learner corpus data for grammatical accuracy development in written productions: The role of corrective feedback
    Cédric Sarré, Cédric BrudermannMuriel Grosbois | IJLCR 10:1 (2024) pp. 107–145
  • Building language and genre awareness through learner corpus data in a second language writing course
    Shelley Staples, Nina Conrad, Anh DangHui Wang | IJLCR 10:1 (2024) pp. 146–182
  • Learner corpus research for pedagogical purposes: An overview and some research perspectives
    Sandra GötzSylviane Granger | IJLCR 10:1 (2024) pp. 1–38
  • 11 June 2024

  • Sylviane Granger. 2021. Perspectives on the L2 Phrasicon: The view from learner corpora
    Reviewed by Nicholas Groom | IJLCR 10:2 (2024) pp. 365–370
  • Agnieszka Leńko-SzymańskaSandra Götz (Eds.). 2022. Complexity, Accuracy and Fluency in Learner Corpus Research
    Reviewed by Akira Murakami | IJLCR 10:2 (2024) pp. 371–376
  • 30 May 2024

  • Predictors of accuracy in L2 Spanish preterit-imperfect production
    Sophia Minnillo, Claudia Sánchez-Gutiérrez, Ana Ruiz-Alonso-Bartol, Emily MorganCarmen González Gómez | IJLCR 10:2 (2024) pp. 301–337
  • 23 May 2024

  • The effect of linguistic and extralinguistic features on EFL adverb placement: A partial replication study of Larsson et al. (2020)
    Vildan Özkan MillerTove Larsson | IJLCR 10:2 (2024) pp. 338–364
  • 8 February 2024

  • The English Language Learner Insight, Proficiency and Skills Evaluation (ELLIPSE) Corpus
    Scott Crossley, Yu Tian, Perpetual Baffour, Alex Franklin, Youngmeen Kim, Wesley Morris, Meg Benner, Aigner PicouUlrich Boser | IJLCR 9:2 (2023) pp. 248–269
  • Oral reading tasks as proficiency indicators: Insights from a learner corpus study
    Tomáš Gráf, Lan-fen HuangLuca Cilibrasi | IJLCR 9:2 (2023) pp. 155–179
  • L1 novice writing as a missing piece in the Learner Corpus Research puzzle: The case of hedging
    Pauline Jadoulle | IJLCR 9:2 (2023) pp. 180–214
  • Exploring patterns of lexical variation in the use of epistemic stance markers in written L2 English across task types and levels of proficiency: A corpus-based study
    Maria Pyykönen | IJLCR 9:2 (2023) pp. 215–247
  • William J. Crawford (Ed.). 2021. Multiple Perspectives on Learner Interaction. The Corpus of Collaborative Oral Tasks
    Reviewed by Sylvie De Cock | IJLCR 9:2 (2023) pp. 282–287
  • Jesse Egbert, Douglas BiberBethany Gray. 2022. Designing and Evaluating Language Corpora: A Practical Framework for Corpus Representativeness
    Reviewed by Ilmari Ivaska | IJLCR 9:2 (2023) pp. 270–275
  • Pérez-Paredes PascualGeraldine Mark (Eds.). 2021. Beyond Concordance Lines: Corpora in language education
    Reviewed by Elen Le Foll | IJLCR 9:2 (2023) pp. 276–281
  • Referees in 2022
    IJLCR 9:2 (2023) p. 288
  • 11 April 2023

  • Exploring variation in student translation
    Sara Castagnoli | IJLCR 9:1 (2023) p. 97
  • Is linguistic decision-making constrained by the same cognitive factors in student and in professional translation? Evidence from subject placement in French‑to‑Dutch news translation
    Gert De Sutter, Marie-Aude LeferBram Vanroy | IJLCR 9:1 (2023) pp. 61–96
  • Comparing collocations in translated and learner language: In search of a method
    Adriano FerraresiSilvia Bernardini | IJLCR 9:1 (2023) pp. 126–154
  • Terminological collocations in trainee and professional legal translations: A learner-corpus study of L2 company law translations
    Agnieszka Leńko-SzymańskaŁucja Biel | IJLCR 9:1 (2023) pp. 29–60
  • Learner translation corpora: Bridging the gap between learner corpus research and corpus-based translation studies
    Sylviane GrangerMarie-Aude Lefer | IJLCR 9:1 (2023) pp. 1–28
  • 26 January 2023

  • On learner characteristics and why we should model them as latent variables
    Tove Larsson, Luke PlonskyGregory R. Hancock | IJLCR 8:2 (2022) pp. 237–260
  • A multilingual learner corpus for less commonly taught languages
    Bruna Sommer-Farias, Aleksey Novikov, Adriana Picoral, Mariana Centanin-BerthoShelley Staples | IJLCR 8:2 (2022) pp. 261–282
  • Integrating fluency and prosody into multidimensional analysis: Exploring the multidimensional nature of spoken learner language
    Shelley StaplesKarin Puga | IJLCR 8:2 (2022) pp. 190–236
  • Strategies of clausal postmodification in learner English: L1 effects and L2 proficiency
    Sanne van Vuuren, Janine BernsMarketa Bank | IJLCR 8:2 (2022) pp. 157–189
  • Alexandra Kinne. 2020. Particle Placement in English L1 and L2 Academic Writing
    Reviewed by Tanguy Dubois | IJLCR 8:2 (2022) pp. 289–295
  • Nicole Tracy-VenturaMagali Paquot (Eds.). 2021. The Routledge Handbook of Second Language Acquisition and Corpora
    Reviewed by Pascual Pérez-Paredes | IJLCR 8:2 (2022) pp. 296–301
  • Phillip Durrant, Mark BrenchleyLee McCallum. 2021. Understanding Development and Proficiency in Writing: Quantitative Corpus Linguistic Approaches
    Reviewed by Shelley Staples | IJLCR 8:2 (2022) pp. 283–288
  • Referees in 2021
    IJLCR 8:2 (2022) p. 302
  • 8 March 2022

  • Leonide: A longitudinal trilingual corpus of young learners of Italian, German and English
    Aivars Glaznieks, Jennifer-Carmen Frey, Maria Stopfner, Lorenzo ZanasiLionel Nicolas | IJLCR 8:1 (2022) p. 97
  • The use of synonymous adjectives by learners of Finnish as a second language: Applying the MuPDAR(F) approach
    Niina KekkiIlmari Ivaska | IJLCR 8:1 (2022) pp. 67–96
  • The University of Pittsburgh English Language Institute Corpus (PELIC)
    Ben Naismith, Na-Rae HanAlan Juffs | IJLCR 8:1 (2022) pp. 121–138
  • Testing the pedagogical norm: Comparing if-conditionals in EFL textbooks, learner writing and English outside the classroom
    Tatjana WinterElen Le Foll | IJLCR 8:1 (2022) pp. 31–66
  • “Please let me know”: Lexical bundles in business emails by business English learners and working professionals
    Detong Xia, Haiyang AiHye K. Pae | IJLCR 8:1 (2022) pp. 1–30
  • Agnieszka Leńko-Szymańska. 2020. Defining and Assessing Lexical Proficiency
    Reviewed by Phil Durrant | IJLCR 8:1 (2022) pp. 139–143
  • Yuanwen Lu. 2017. A Corpus Study of Collocation in Chinese Learner English
    Reviewed by Luciana Forti | IJLCR 8:1 (2022) pp. 144–149
  • Bert Le BruynMagali Paquot (Eds.). 2021. Learner Corpus Research Meets Second Language Acquisition
    Reviewed by Kevin McManus | IJLCR 8:1 (2022) pp. 150–155
  • 11 October 2021

  • Lexical diversity in an L2 Spanish learner corpus: The effect of topic-related variables
    Paloma Fernández-Mira, Emily Morgan, Sam Davidson, Aaron Yamada, Agustina Carando, Kenji SagaeClaudia H. Sánchez-Gutiérrez | IJLCR 7:2 (2021) pp. 230–258
  • The interphonology of contemporary English corpus (IPCE-IPAC)
    Nadine Herry-Bénit, Stéphanie Lopez, Takeki KamiyamaJeff Tennant | IJLCR 7:2 (2021) pp. 275–289
  • Applying phraseological complexity measures to L2 French: A partial replication study
    Nathan Vandeweerd, Alex HousenMagali Paquot | IJLCR 7:2 (2021) pp. 197–229
  • fsca : French syntactic complexity analyzer
    Nathan Vandeweerd | IJLCR 7:2 (2021) pp. 259–274
  • Marco Schilk. 2020. Language Processing in Advanced Learners of English: A Multi-method Approach to Collocation Based on Corpus Linguistics and Experimental Data
    Reviewed by Jamie Garner | IJLCR 7:2 (2021) pp. 290–294
  • Andrea Abel, Aivars Glaznieks, Verena LydingLionel Nicolas (Eds.). 2019. Widening the scope of learner corpus research: Selected papers from the fourth Learner Corpus Research Conference
    Reviewed by Agnieszka Leńko-Szymańska | IJLCR 7:2 (2021) pp. 301–306
  • Sandra GötzJoybrato Mukherjee (Eds.). 2019. Learner Corpora and Language Teaching
    Reviewed by Tom Rankin | IJLCR 7:2 (2021) pp. 295–300
  • Announcing changes to our editorial team and editorial board
    IJLCR 7:2 (2021) pp. 195–196
  • Referees in 2020
    IJLCR 7:2 (2021) p. 307
  • 1 March 2021

  • How operationalizations of word types affect measures of lexical diversity
    Scott JarvisBrett James Hashimoto | IJLCR 7:1 (2021) pp. 163–194
  • Automated annotation of learner English: An evaluation of software tools
    Adriana Picoral, Shelley StaplesRandi Reppen | IJLCR 7:1 (2021) pp. 17–52
  • Assessing the impact of automatic dependency annotation on the measurement of phraseological complexity in L2 Dutch
    Rachel Rubin | IJLCR 7:1 (2021) pp. 131–162
  • Automatic analysis of passive constructions in Korean: Written production by Mandarin-speaking learners of Korean
    Gyu-Ho ShinBoo Kyung Jung | IJLCR 7:1 (2021) pp. 53–82
  • Analyzing the linguistic complexity of German learner language in a reading comprehension task: Using proficiency classification to investigate short answer data, cross-data generalizability, and the impact of linguistic analysis quality
    Zarah WeissDetmar Meurers | IJLCR 7:1 (2021) p. 83
  • Natural language processing for learner corpus research
    Kristopher Kyle | IJLCR 7:1 (2021) pp. 1–16
  • 10 December 2020

  • Pragmatic development during study abroad: L2 intensifiers in spoken Spanish
    Lori CzerwionkaDaniel J. Olson | IJLCR 6:2 (2020) pp. 125–162
  • Inter-rater reliability in Learner Corpus Research: Insights from a collaborative study on adverb placement
    Tove Larsson, Magali PaquotLuke Plonsky | IJLCR 6:2 (2020) pp. 237–251
  • A corpus-based analysis of differences in the use of very for adjective amplification among native speakers and learners of English
    Martin Schweinberger | IJLCR 6:2 (2020) pp. 163–192
  • Refining and modifying the EFCAMDAT: Lessons from creating a new corpus from an existing large-scale English learner language database
    Itamar Shatz | IJLCR 6:2 (2020) pp. 220–236
  • Word lists and the role of academic vocabulary use in high stakes speaking assessments
    George Fredrik Smith, Kristopher KyleScott A. Crossley | IJLCR 6:2 (2020) pp. 193–219
  • Christian Jones, Shelley ByrnesNicola Halenko. 2018. Successful Spoken English. Findings form Learner Corpora
    Reviewed by Amandine Dumont | IJLCR 6:2 (2020) pp. 252–257
  • Verena Möller. 2017. Language acquisition in CLIL and non-CLIL settings: Learner corpus and experimental evidence on passive constructions
    Reviewed by Erwin Maria Gierlinger | IJLCR 6:2 (2020) pp. 258–261
  • Vaclav BrezinaLynne Flowerdew (Eds.). 2017. Learner Corpus Research. New Perspectives and Applications
    Reviewed by Rolf Kreyer | IJLCR 6:2 (2020) pp. 262–266
  • Promoting methodological expertise, transparency, replication, and cumulative learning: Introducing new manuscript types in the International Journal of Learner Corpus Research
    Magali PaquotMarcus Callies | IJLCR 6:2 (2020) pp. 121–124
  • Referees in 2019
    IJLCR 6:2 (2020) pp. 267–268
  • 14 April 2020

  • Machine learning for learner English: A plea for creating learner data challenges
    Nicolas Ballier, Stéphane Canu, Caroline Petitjean, Gilles Gasso, Carlos Balhana, Theodora AlexopoulouThomas Gaillat | IJLCR 6:1 (2020) p. 72
  • Exploring the longitudinal development of grammatical complexity in the disciplinary writing of L2-English university students
    Douglas Biber, Randi Reppen, Shelley StaplesJesse Egbert | IJLCR 6:1 (2020) pp. 38–71
  • SLA developmental stages in the CEFR-related learner corpus MERLIN: Inversion and verb-end structures in German A2 and B1 learner texts
    Katrin Wisniewski | IJLCR 6:1 (2020) pp. 1–37
  • Ying Wang. 2016. The Idiom Principle and L1 Influence: A contrastive learner-corpus study of delexical verb + noun collocations
    Reviewed by Gaëtanelle Gilquin | IJLCR 6:1 (2020) pp. 115–119
  • Chunyan Wang. 2016. Patterns and Meanings of Intensifiers in Chinese Learner English
    Reviewed by Ying Wang | IJLCR 6:1 (2020) pp. 109–114
  • Anne Golden, Scott JarvisKari Tenfjord (Eds.). 2017. Crosslinguistic Influence and Distinctive Patterns of Language Learning: Findings and Insights from a Learner Corpus
    Reviewed by Valentin Werner | IJLCR 6:1 (2020) pp. 104–108
  • 24 September 2019

  • Holding up one’s end of the conversation in spoken English: Lexical backchannels in L2 examination discourse
    Erik CastelloSara Gesuato1 | IJLCR 5:2 (2019) pp. 231–252
  • The Trinity Lancaster Corpus: Development, description and application
    Dana Gablasova, Vaclav BrezinaTony McEnery | IJLCR 5:2 (2019) pp. 126–158
  • Light verb constructions in spoken L2 English: An exploratory cross-sectional study
    Gaëtanelle Gilquin | IJLCR 5:2 (2019) pp. 181–206
  • Filled pauses across proficiency levels, L1s and learning context variables: A multivariate exploration of the Trinity Lancaster Corpus Sample
    Sandra Götz | IJLCR 5:2 (2019) pp. 159–180
  • Certainty adverbs in spoken learner language: The role of tasks and proficiency
    Pascual Pérez-ParedesMaría Belén Díez-Bedmar | IJLCR 5:2 (2019) pp. 253–279
  • The development of verb constructions in spoken learner English: Tracing effects of usage and proficiency
    Ute RömerJamie Garner | IJLCR 5:2 (2019) pp. 207–230
  • Corpus-based approaches to spoken L2 production: Evidence from the Trinity Lancaster Corpus
    Vaclav Brezina, Dana GablasovaTony McEnery | IJLCR 5:2 (2019) pp. 119–125
  • Referees in 2017 and 2018
    IJLCR 5:2 (2019) pp. 281–284
  • Corrigendum to Vol. 4, Issue 2
    IJLCR 5:2 (2019) p. 280
  • 13 March 2019

  • Intensifying constructions in French-speaking L2 learners of English and Dutch: Cross-linguistic influence and exposure effects
    Isa Hendrikx, Kristel Van GoethemStefanie Wulff | IJLCR 5:1 (2019) p. 63
  • Extraposition in learner and expert writing: Exploring (in)formality and the impact of register
    Tove LarssonHenrik Kaatari | IJLCR 5:1 (2019) pp. 33–62
  • That’s hard: Relativizer use in spontaneous L2 speech
    Nicholas A. Lester | IJLCR 5:1 (2019) pp. 1–32
  • Erik Castello, Katherine AckerleyFrancesca Coccetta (Eds.). 2015. Studies in Learner Corpus Linguistics. Research and Applications for Foreign Language Teaching and Assessment
    Reviewed by Vaclav BrezinaRaffaella Bottini | IJLCR 5:1 (2019) pp. 113–117
  • Margarita Alonso-Ramos (Ed.). 2016. Spanish Learner Corpus Research: Current Trends and Future Perspectives
    Reviewed by Aarnes Gudmestad | IJLCR 5:1 (2019) pp. 109–112
  • Sandra Deshors. 2016. Multidimensional Perspectives on Interlanguage. Exploring may and can across Learner Corpora
    Reviewed by John Osborne | IJLCR 5:1 (2019) pp. 104–108
  • 27 August 2018

  • The use of stative progressives by school-age learners of English and the importance of the variable context: Myth vs. (corpus) reality
    Robert FuchsValentin Werner | IJLCR 4:2 (2018) pp. 195–224
  • The progressive form and its functions in spoken learner English: Tracing the effects of an exposure-rich learning environment
    Lea Meriläinen | IJLCR 4:2 (2018) pp. 164–194
  • Progressive or not progressive? Modeling the constructional choices of EFL and ESL writers
    Paula RautionahoSandra C. Deshors | IJLCR 4:2 (2018) pp. 225–252
  • Can native-speaker corpora help explain L2 acquisition of tense and aspect? A study of the “input”
    Nicole Tracy-VenturaJhon A. Cuesta Medina | IJLCR 4:2 (2018) pp. 277–300
  • Arabic learners’ acquisition of English past tense morphology: Lexical aspect and phonological saliency
    Helen ZhaoYasuhiro Shirai | IJLCR 4:2 (2018) pp. 253–276
  • Tense and aspect in Second Language Acquisition and learner corpus research: Introduction to the special issue
    Robert FuchsValentin Werner | IJLCR 4:2 (2018) pp. 143–163
  • 31 May 2018

  • Does the passé composé influence L2 learners’ use of English past tenses? A semantic exploration of the present perfect in French-English interlanguage
    Sandra C. Deshors | IJLCR 4:1 (2018) pp. 23–53
  • The development of phrasal complexity in German intermediate learners of English
    Rolf KreyerSteffen Schaub | IJLCR 4:1 (2018) p. 82
  • Building a local learner corpus: Construction of a first-year ESL writing corpus for research, teaching, mentoring, and collaboration
    Monica H. Kwon, R. Scott PartridgeShelley Staples | IJLCR 4:1 (2018) pp. 112–127
  • Shell noun use in English argumentative essays by native speakers of Japanese, Turkish, and English: Frequency and rate of noun-pattern attraction
    Brian SchandingHye K. Pae | IJLCR 4:1 (2018) pp. 54–81
  • Epicene pronouns in intermediate to advanced EFL writing
    Charlotte Stormbom | IJLCR 4:1 (2018) pp. 1–22
  • Jennifer Thewissen. 2015. Accuracy across Proficiency Levels. A Learner Corpus Approach
    Reviewed by Cecilie Hamnes Carlsen | IJLCR 4:1 (2018) pp. 137–141
  • Alison Edwards. 2016. English in the Netherlands: Functions, forms and attitudes
    Reviewed by Pieter de Haan | IJLCR 4:1 (2018) pp. 128–132
  • Nick C. Ellis, Ute RömerMatthew Brook O’Donnell. 2016. Usage-based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations of Construction Grammar
    Reviewed by Mark M. McAndrews | IJLCR 4:1 (2018) pp. 133–136
  • 4 December 2017

  • Fluently disfluent? Pauses and repairs of advanced learners and native speakers of German
    Malte Belz, Simon Sauer, Anke LüdelingChristine Mooshammer | IJLCR 3:2 (2017) pp. 118–148
  • Towards a perceptually assessed corpus of non-native French: The InterPhonology of Contemporary French (IPFC) project illustrated with a longitudinal study of Japanese learners’ /b-v/ productions
    Sylvain DeteyIsabelle Racine | IJLCR 3:2 (2017) pp. 223–249
  • A bi-directional task-based corpus of learners’ conversational speech
    M. Luisa Garcia Lecumberri, Martin Cooke, Mirjam Wester, Martin CookeMirjam Wester | IJLCR 3:2 (2017) pp. 175–195
  • Phonological development in different learning contexts: A corpus-based study
    Ulrike Gut | IJLCR 3:2 (2017) pp. 196–222
  • Phonetic analysis of filled pauses based on a Hungarian-English learner corpus
    Mária Gósy, Dorottya GyarmathyAndrás Beke | IJLCR 3:2 (2017) pp. 149–174
  • Comparing visualization techniques for learning second language prosody: First results
    Oliver Niebuhr, Maria Alm, Nathalie SchümchenKerstin Fischer | IJLCR 3:2 (2017) pp. 250–277
  • Erratum Vol 3, Issue 1
    IJLCR 3:2 (2017) p. 278
  • Segmental, prosodic and fluency features in phonetic learner corpora: Introduction to the special issue
    Jürgen Trouvain, Frank Zimmerer, Bernd Möbius, Mária GósyAnne Bonneau | IJLCR 3:2 (2017) pp. 105–117
  • Referees for Volume 3 (2017)
    IJLCR 3:2 (2017) pp. 279–280
  • 6 June 2017

  • Quantitative research methods and study quality in learner corpus research
    Magali PaquotLuke Plonsky | IJLCR 3:1 (2017) pp. 61–94
  • The distribution of reflexive intensifiers in learner English
    Tom Rankin | IJLCR 3:1 (2017) pp. 36–60
  • Dutch learner English in close-up: A Bayesian corpus analysis of pre-subject adverbials in advanced Dutch EFL writing
    Sanne van VuurenLyuben Laskin | IJLCR 3:1 (2017) pp. 1–35
  • Marcus CalliesSandra Götz (Eds.). 2015. Learner Corpora in Language Testing and Assessment
    Reviewed by Fiona Barker | IJLCR 3:1 (2017) p. 95
  • Sylviane Granger, Gaëtanelle GilquinFanny Meunier (Eds.). 2015. The Cambridge Handbook of Learner Corpus Research
    Reviewed by Randi Reppen | IJLCR 3:1 (2017) pp. 101–104
  • 20 October 2016

  • “It’s always different when you look something from the inside”: Linguistic innovation in a corpus of ELF Skype conversations
    Marie-Louise Brunner, Stefan DiemerSelina Schmidt | IJLCR 2:2 (2016) pp. 323–350
  • Towards a process-oriented approach to comparing EFL and ESL varieties: A corpus-study of lexical innovations
    Marcus Callies | IJLCR 2:2 (2016) pp. 229–251
  • Linguistic innovations in EFL and ESL: Rethinking the linguistic creativity of non-native English speakers
    Sandra C. Deshors, Sandra GötzSamantha Laporte | IJLCR 2:2 (2016) pp. 131–150
  • In case of innovation: Academic phraseology in the Three Circles
    Alison EdwardsRutger-Jan Lange | IJLCR 2:2 (2016) pp. 252–277
  • Innovative conversions in South-East Asian Englishes: Reassessing ESL status
    Stephanie Horch | IJLCR 2:2 (2016) pp. 278–301
  • “This hair-style called as ‘duck tail’”: The ‘intrusive as’-construction in South Asian varieties of English and Learner Englishes
    Christopher Koch, Claudia LangeSven Leuckert | IJLCR 2:2 (2016) pp. 151–176
  • The fate of linguistic innovations: Jersey English and French learner English compared
    Anna Rosen | IJLCR 2:2 (2016) pp. 302–322
  • Detecting innovations in a parsed corpus of learner English
    Gerold SchneiderGaëtanelle Gilquin | IJLCR 2:2 (2016) pp. 177–204
  • The innovative progressive aspect of Black South African English: The role of language proficiency and normative processes
    Bertus van RooyHaidee Kruger | IJLCR 2:2 (2016) pp. 205–228
  • 19 July 2016

  • L2 English article use by L1 speakers of article-less languages: A learner corpus study
    Peter Crosthwaite | IJLCR 2:1 (2016) p. 68
  • Inside phrasal verb constructions: A co-varying collexeme analysis of verb-particle combinations in EFL and their semantic associations
    Sandra C. Deshors | IJLCR 2:1 (2016) pp. 1–30
  • A phrase-frame approach to investigating phraseology in learner writing across proficiency levels
    Jamie Garner | IJLCR 2:1 (2016) pp. 31–67
  • The Kansas Developmental Learner corpus (KANDEL): A developmental corpus of learner German
    Nina Vyatkina | IJLCR 2:1 (2016) pp. 101–119
  • Maria Leedham. 2015. Chinese Students Writing in English. Implications from a Corpus-Driven Study
    Reviewed by Hilde Hasselgård | IJLCR 2:1 (2016) pp. 120–124
  • Danica Salazar. 2014. Lexical Bundles in Native and Non-native Scientific Writing: Applying a Corpus-Based Study to Language Teaching
    Reviewed by Annelie Ädel | IJLCR 2:1 (2016) pp. 125–129
  • IssuesOnline-first articles

    Volume 11 (2025)

    Volume 10 (2024)

    Volume 9 (2023)

    Volume 8 (2022)

    Volume 7 (2021)

    Volume 6 (2020)

    Volume 5 (2019)

    Volume 4 (2018)

    Volume 3 (2017)

    Volume 2 (2016)

    Volume 1 (2015)

    Board
    Editorial Board
    ORCID logoVaclav Brezina | Lancaster University
    ORCID logoMarcus Callies | Universität Bremen
    Sylvie De Cock | Université catholique de Louvain
    ORCID logoMaría Belén Díez-Bedmar | University of Jaén
    ORCID logoPhilip Durrant | University of Exeter
    Signe Oksefjell Ebeling | University of Oslo
    ORCID logoGaëtanelle Gilquin | Université catholique de Louvain
    ORCID logoStefan Th. Gries | University of California, Santa Barbara
    ORCID logoHilde Hasselgård | University of Oslo
    ORCID logoScott Jarvis | University of Utah
    Kristopher Kyle | University of Oregon & Yonsei University
    ORCID logoTove Larsson | Northern Arizona University
    ORCID logoCristóbal Lozano | Universidad de Granada
    Xiaofei Lu | The Pennsylvania State University
    Anke Lüdeling | Humboldt University
    Akira Murakami | University of Birmingham
    Susan Nacey | Inland Norway University of Applied Sciences
    ORCID logoBertus van Rooy | North-West University
    Jennifer Thewissen | University of Antwerp
    ORCID logoNicole Tracy-Ventura | University of South Florida
    ORCID logoNathan Vandeweerd | Radbout Universiteit
    ORCID logoNina Vyatkina | University of Kansas
    ORCID logoValentin Werner | University of Bamberg
    ORCID logoStefanie Wulff | University of Florida
    Subscription Info
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    Submission

    Manuscripts can be submitted through the journal's online submission and manuscript tracking site. Please consult the guidelines section, the IJLCR stylesheet and the Short Guide to EM for Authors before you submit your paper.

    If you are not able to submit online, or for any other editorial correspondence, please contact the editors by e-mail: ijlcr at benjamins.nl

    IJLCR invites original submissions in the following categories:

    Research articles

    Research articles are original research papers presenting research findings based on the analysis of learner corpora. Research findings should move the field forward, either by proposing theoretical developments, methodological advances, and/or pedagogical applications.

    Replication studies

    Replication studies are empirical studies motivated by a previously published study (not necessarily published in the IJLCR). They reproduce and/or extend the methodology proposed in an initial study of significant impact and of credible methodological rigour within its domain of research. They aim to verify findings and/or examine the generalizability of the insights obtained in earlier learner corpus studies.

    The background and motivation sections may be shorter compared to research articles but should clarify why there is a need for replicating the selected study.

    Review articles

    Review articles are systematic state-of-the-art analyses of research published in the field. They offer a summary of findings and make critical observations on published research to date. Manuscripts submitted under this category can be of two kinds: (1) reviews of study quality in LCR and (2) meta-analyses in a particular domain of LCR.

    Corpus reports

    Corpus reports present a detailed description of new learner corpora (i.e. corpus design, collection, transcription, annotation and distribution). Such reports should focus on learner corpora that are original in their design and/or construction, available (stored online or available via a data repository) and with high potential for reuse by the research community.

    Materials & methods reports

    Materials and methods reports provide details of the methods and protocols developed and materials used during a research cycle (e.g. corpus annotation schemes, learner questionnaires). Researchers can co-submit their report to IJLCR together with the original research article.

    Software reports

    Software reports present a detailed description of a new software tool or code and how it can be used to compile, annotate and/or analyze learner corpus data. Software reports should focus on tools that offer researchers new ways to compile, annotate or analyse a learner corpus and are available to the research community.

    Shared task reports

    Shared task reports present the cumulative results of shared tasks organized to promote research advancement by solving a problem of general interest to the community (e.g. error identification and correction, native language identification) on the basis of learner corpus data.

    Position papers

    Position papers are shorter essays (i.e., papers not based on original empirical research) motivated by current theoretical, methodological and/or pedagogical issues that are of general interest to the community. We also welcome responses to position papers.

    Articles under consideration are double-blind peer-reviewed and decisions on all published content are made by the editors.

    Open Science

    This journal encourages Open Science practices and participates in the Centre for Open Science badges. If you want your submission to qualify for any COS badges, read this information before submitting.

    Ethics

    John Benjamins journals are committed to maintaining the highest standards of publication ethics and to supporting ethical research practices.

    Authors and reviewers are kindly requested to read this Ethics Statement .

    Please also note the guidance on the use of (generative) AI in the statement.

    Rights and Permissions

    Authors must ensure that they have permission to use any third-party material in their contribution; the permission should include perpetual (not time-limited) world-wide distribution in print and electronic format.

    For information on authors' rights, please consult the rights information page.

    Open Access

    Articles accepted for this journal can be made Open Access through payment of an Article Publication Charge (APC) of EUR 1800 (excl. tax). To arrange this, please contact openaccess at benjamins.nl once your paper has been accepted for publication. More information can be found on the publisher's Open Access Policy page.

    Corresponding authors from institutions with which John Benjamins has a Read & Publish arrangement can publish Open Access without paying a fee. Please consult this list of institutions for up-to-date information on which articles qualify.

    For information about permission to post a version of your article online or in an institutional repository ('green' open access or self-archiving), please consult the rights information page.

    If the article is not (to be made) Open Access, there is no fee for the author to publish in this journal.

    Archiving

    John Benjamins Publishing Company has an agreement in place with Portico for the archiving of all its online journals and e-books.

    Guidelines

    Language

    Contributions are to be in English and have to be carefully proofread, preferably by an expert, prior to submission. Spelling should be British English or American English and should be consistent throughout the paper.

    Style requirements

    We do not require manuscripts submitted to IJLCR to conform to our stylesheet before acceptance. Manuscripts accepted for publication will have to conform to the IJLCR stylesheet. In general, the journal adheres to the recommendations of the Publication Manual of the American Psychological Association (APA), 7th edition.

    Length

    Research article, replication study, review article, shared task report: between 7,000 and 10,000 words including references

    Corpus report, materials & methods report, software report: between 4,000 and 7,500 words including references

    Position paper: Between 2,500 and 7,500 words including references

    If you have good reasons to submit a manuscript that does not adhere to the length requirements specified above, please get in touch with the editors or state them in the cover letter.

    Anonymization and manuscript blinding

    When referring to one’s own previous work, authors should cite their own work as if citing the work of others; the wording should not indicate in any way that the author also authored the previous work. Rather than “In our previous work (Paquot & Plonsky, 2017), we found….”, the reference should say “Paquot & Plonsky (2017) found…" This includes published work as well as work that is in press or in FirstView. Please do not refer to research that is still “in review”.

    Data Availability Statements

    The author(s) are requested to include a Data Availability Statement at the end of their manuscript, i.e. they are required to specify whether or not their data is available and in which way.

    Data Citation

    IJLCR endorses the FORCE11 Data Citation Principles and is implementing a mandatory data citation policy. When citing or making claims based on available corpora (or other datasets), authors must refer to the corpus/data at the relevant place in the manuscript text and in addition provide a formal citation in the reference list. See the Tromsø recommendations for citation of research data in linguistics for more info (https://doi.org/10.15497/rda00040).

    Reporting corpus research findings

    Manuscripts considered for publication will, among other things, be reviewed for their rigorous presentation and analysis of corpus data, and expert use of appropriate research methods.

    In addition to the latest edition of the APA publication manual, authors are encouraged to consult Gries & Paquot (2020) for specific recommendations for how to write about the data and methods used and how to report the results of a corpus linguistic study.

    Gries, S. Th. & M. Paquot (2020). Writing up a corpus-linguistic paper. In M. Paquot & S. Th. Gries (eds.). Practical Handbook of Corpus Linguistics. Berlin & New York: Springer, 647-659. (copy of the article available upon request from the editors)

    If the study also includes experimental, quasi-experimental, survey/questionnaire, and other primary research approaches that rely on the quantification of observations, authors are also referred to:

    Norris, J. M., Plonsky, L., Ross, S. J., & Schoonen, R. (2015). Guidelines for reporting quantitative methods and results in primary research. Language Learning, 65(2), 470–476. https://doi.org/10.1111/lang.12104

    Subjects

    Main BIC Subject

    CFDC: Language acquisition

    Main BISAC Subject

    FOR000000: FOREIGN LANGUAGE STUDY / General