Cover not available
Article published In:
Pedagogical Linguistics
Vol. 3:2 (2022) ► pp.109–142

Cognitive corpus linguistics and pedagogy

From rationale to applications

ORCID logo | Université catholique de Louvain
This article deals with applied cognitive corpus linguistics, that is, the combined use of cognitive linguistics and corpus linguistics for pedagogical purposes. It describes the main features of each framework in terms of teaching applications and underlines their complementarity. Through several illustrations, it shows how applied cognitive corpus linguistics combines the benefits of corpus data (authenticity, quantification, diversification of genres, access to learner production, etc.) with those of cognitive principles (linguistic motivation, enhanced salience, realignment of form and meaning, etc.) in ways that are expected to foster the development of the learner’s language system.
Keywords: cognitive linguistics, corpus linguistics, language teaching, foreign language learner
Article outline
  • 1.Introduction
  • 2.Cognitive linguistics and pedagogy
  • 3.Corpus linguistics and pedagogy
  • 4.Applied cognitive corpus linguistics
    • 4.1Using corpora in cognitively inspired pedagogy
      • 4.1.1The empirical turn in cognitive linguistics
      • 4.1.2Advantages of corpora for applied cognitive linguistics
      • 4.1.3Limitations
    • 4.2Using cognitive principles in corpus-based pedagogy
      • 4.2.1The theoretical contribution to corpus linguistics
      • 4.2.2Advantages of cognitive principles for applied corpus linguistics
      • 4.2.3Limitations
    • 4.3Complementarity between corpus linguistics and cognitive linguistics
    • 4.4Illustrations
      • 4.4.1Corpus-informed or cognition-informed approach
      • 4.4.2Corpus-driven approach
      • 4.4.3Cognition-driven approach
  • 5.Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 1 July 2022
DOI logo
https://doi.org/10.1075/pl.22014.gil
References (110)
References
Aijmer, K. (Ed.). (2009). Corpora and language teaching. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Arnett, C., & Suñer, F. (2019). Leveraging cognitive linguistic approaches to grammar teaching with multimedia animations. Journal of Cognitive Science, 20 (3), 365–399. DOI logoGoogle Scholar
Arppe, A., Gilquin, G., Glynn, D., Hilpert, M., & Zeschel, A. (2010). Cognitive Corpus Linguistics: Five points of debate on current theory and methodology. Corpora, 5 (1), 1–27. DOI logoGoogle Scholar
Barlow, M. (2011). Corpus linguistics and theoretical linguistics. International Journal of Corpus Linguistics, 16 (1), 3–44. DOI logoGoogle Scholar
BNC Consortium (2007). The British National Corpus, XML edition. Oxford: Oxford Text Archive.Google Scholar
Boas, H. C. (Ed.). (2022). Directions for pedagogical construction grammar: Learning and teaching (with) constructions. Berlin: de Gruyter. DOI logoGoogle Scholar
Boas, H. C., Dux, R., & Ziem, A. (2016). Frames and constructions in an online learner’s dictionary of German. In S. De Knop, & G. Gilquin (Eds.), Applied construction grammar (pp. 303–326). Berlin: de Gruyter. DOI logoGoogle Scholar
Boers, F., Demecheleer, M., He, L., Deconinck, J., Stengers, H., & Eyckmans, J. (2017). Typographic enhancement of multiword units in second language text. International Journal of Applied Linguistics, 27 (2), 448–469. DOI logoGoogle Scholar
Boers, F., Eyckmans, J., & Stengers, H. (2006). Means of motivating multiword units: Rationale, mnemonic benefits and cognitive-style variables. In S. H. Foster-Cohen, M. Medved Krajnovic, & J. Mihaljevic Djigunovic (Eds.), EUROSLA Yearbook 6 (pp. 169–190). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Boers, F., & Lindstromberg, S. (2005). Finding ways to make phrase-learning feasible: The mnemonic effect of alliteration. System, 33 (2), 225–238. DOI logoGoogle Scholar
(2006). Cognitive linguistic applications in second or foreign language instruction: Rationale, proposals, and evaluation. In G. Kristiansen, M. Achard, R. Dirven, & F. J. Ruiz de Mendoza Ibáñez (Eds.), Cognitive linguistics: Current applications and future perspectives (pp. 305–355). Berlin: de Gruyter.Google Scholar
(Eds.). (2008a). Cognitive linguistic approaches to teaching vocabulary and phraseology. Berlin: de Gruyter. DOI logoGoogle Scholar
(2008b). How cognitive linguistics can foster effective vocabulary teaching. In F. Boers, & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 1–61). Berlin: de Gruyter. DOI logoGoogle Scholar
Boulton, A. (2009). Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35 (1), 81–106.Google Scholar
(2010). Consultation de corpus et styles d’apprentissage. Recherche et pratiques pédagogiques en langues de spécialité – Cahiers de l’Apliut, 29 (1), 98–115. DOI logoGoogle Scholar
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67 (2), 348–393. DOI logoGoogle Scholar
Bybee, J. (2008). Usage-based grammar and second language acquisition. In P. Robinson, & N. C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 216–236). New York: Routledge.Google Scholar
(2010). Language, usage and cognition. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Campoy, M. C., Bellés-Fortuño, B., & Gea-Valor, M. L. (2010). Corpus-based approaches to English language teaching. London: Continuum.Google Scholar
Chambers, A. (2019). Towards the corpus revolution? Bridging the research–practice gap. Language Teaching, 52 (4), 460–475. DOI logoGoogle Scholar
Cheng, W. (2010). What can a corpus tell us about language teaching? In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 319–332). London: Routledge. DOI logoGoogle Scholar
Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some input on the easy/difficult grammar question: An empirical study. The Modern Language Journal, 93 (3), 336–353. DOI logoGoogle Scholar
Condon, N., & Kelly, P. (2002). Does cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs? ITL Review of Applied Linguistics, 137/138 1, 205–231. DOI logoGoogle Scholar
Croft, W., & Cruse, D. A. (2004). Cognitive linguistics. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Csábi, S. (2008). A cognitive linguistic view of polysemy in English and its implications for teaching. In M. Achard, & S. Niemeier (Eds.), Cognitive linguistics, second language acquisition, and foreign language teaching (pp. 233–256). Berlin: de Gruyter.Google Scholar
Dąbrowska, E. (2012). Different speakers, different grammars: Individual differences in native language attainment. Linguistic Approaches to Bilingualism, 2 (3), 219–253. DOI logoGoogle Scholar
Davies, M. (2008–). The Corpus of Contemporary American English (COCA). Available at [URL]
De Knop, S., Boers, F., & De Rycker, T. (Eds.). (2010). Fostering language teaching efficiency through cognitive linguistics. Berlin: de Gruyter. DOI logoGoogle Scholar
De Knop, S., & De Rycker, T. (Eds.). (2008). Cognitive approaches to pedagogical grammar. Berlin: de Gruyter. DOI logoGoogle Scholar
De Knop, S., & Gilquin, G. (Eds.). (2016). Applied construction grammar. Berlin: de Gruyter. DOI logoGoogle Scholar
De Knop, S., & Meunier, F. (Eds.). (2015a). Learner corpus research, cognitive linguistics and second language acquisition. Special issue of Corpus Linguistics and Linguistic Theory, 11 (1). DOI logoGoogle Scholar
(2015b). The ‘learner corpus research, cognitive linguistics and second language acquisition’ nexus: A SWOT analysis. Corpus Linguistics and Linguistic Theory, 11 (1), 1–18. DOI logoGoogle Scholar
Dolgova, N., & Tyler, A. (2019). Applications of usage-based approaches to language teaching. In X. Gao (Ed.), Second handbook of English language teaching (pp. 939–961). Cham: Springer. DOI logoGoogle Scholar
Ellis, N. C. (2012). What can we count in language, and what counts in language acquisition, cognition, and use? In S. Th. Gries, & D. Divjak (Eds.), Frequency effects in language learning and processing (pp. 7–33). Berlin: de Gruyter. DOI logoGoogle Scholar
(2013). Construction grammar and second language acquisition. In Th. Hoffmann, & G. Trousdale (Eds.), The Oxford handbook of construction grammar (pp. 365–378). Oxford: Oxford University Press.Google Scholar
Gabrielatos, C. (2005). Corpora and language teaching: Just a fling or wedding bells? TESL-EJ, 8 (4), 1–35.Google Scholar
Geeraerts, D. (2006). A rough guide to Cognitive Linguistics. In D. Geeraerts (Ed.), Cognitive linguistics: Basic readings (pp. 1–28). Berlin: de Gruyter. DOI logoGoogle Scholar
Gibbs, R. W. (2006). Embodiment and cognitive science. Cambridge: Cambridge University Press.Google Scholar
Gilquin, G. (2006). The verb slot in causative constructions. Finding the best fit. Constructions SV1-3/2006. Available from [URL]
(2008). Taking a new look at lexical networks. Lexis, 1 1: 23–39. Available from [URL]. DOI logo
(2010). Corpus, cognition and causative constructions. Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2021). Using corpora to foster L2 construction learning: A data-driven learning experiment. International Journal of Applied Linguistics, 31 (2), 229–247. DOI logoGoogle Scholar
(2022). Constructing learner speech: On the use of spoken data in applied construction grammar. In H. C. Boas (Ed.), Directions for pedagogical construction grammar: Learning and teaching (with) constructions (pp. 73–96). Berlin: de Gruyter. DOI logoGoogle Scholar
Gilquin, G., & Granger, S. (2011). From EFL to ESL: Evidence from the International Corpus of Learner English . In J. Mukherjee, & M. Hundt (Eds.), Exploring second-language varieties of English and learner Englishes: Bridging a paradigm gap (pp. 55–78). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2022). Using data-driven learning in language teaching. In A. O’Keeffe, & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics. Second edition (pp. 430–442). London: Routledge. DOI logoGoogle Scholar
Gilquin, G., & Paquot, M. (2008). Too chatty: Learner academic writing and register variation. English Text Construction, 1 (1), 41–61. DOI logoGoogle Scholar
Godfrey, J. J., Holliman, E. C., & McDaniel, J. (1992). Switchboard: Telephone speech corpus for research and development. In Proceedings of ICASSP-92: 1992 IEEE International Conference on Acoustics, Speech, and Signal Processing, Volume 1 (pp. 517–520). Institute of Electrical and Electronics Engineers. DOI logoGoogle Scholar
Goldberg, A. E. (1995). Constructions: A construction grammar approach to argument structure. Chicago: The University of Chicago Press.Google Scholar
(1996). Making one’s way through the data. In M. Shibatani, & S. A. Thompson (Eds.), Grammatical constructions: Their form and meaning (pp. 29–53). Oxford: Oxford University Press.Google Scholar
(2006). Constructions at work. The nature of generalization in language. Oxford: Oxford University Press.Google Scholar
Götz, S., & Mukherjee, J. (Eds.). (2019). Learner corpora and language teaching. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Granger, S. (1993). The International Corpus of Learner English. In J. Aarts, P. de Haan, & N. Oostdijk (Eds.), English language corpora: Design, analysis and exploitation (pp. 57–69). Amsterdam: Rodopi.Google Scholar
(1996). From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora. In K. Aijmer, B. Altenberg, & M. Johansson (Eds.), Languages in contrast: Papers from a symposium on text-based cross-linguistic studies (pp. 37–51). Lund: Lund University Press.Google Scholar
(2009). The contribution of learner corpora to second language acquisition and foreign language teaching: A critical evaluation. In K. Aijmer (Ed.), Corpora and language teaching (pp. 13–32). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Granger, S., Dupont, M., Meunier, F., Naets, H., & Paquot, M. (2020). The International Corpus of Learner English. Version 3. Louvain-la-Neuve: Presses universitaires de Louvain.Google Scholar
Granger, S., Hung, J., & Petch-Tyson, S. (Eds.). (2000). Computer learner corpora, second language acquisition and foreign language teaching. Amsterdam: John Benjamins.Google Scholar
Gries, S. Th. (2003). Towards a corpus-based identification of prototypical instances of constructions. Annual Review of Cognitive Linguistics, 1 (1), 1–27. DOI logoGoogle Scholar
Gries, S. Th., & Stefanowitsch, A. (2004). Extending collostructional analysis. A corpus-based perspective on ‘alternations’. International Journal of Corpus Linguistics, 9 (1), 97–129. DOI logoGoogle Scholar
(2006). Corpora in cognitive linguistics: Corpus-based approaches to syntax and lexis. Berlin: de Gruyter. DOI logoGoogle Scholar
Gullberg, M. (2008). Gestures and second language acquisition. In P. Robinson, & N. C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 276–305). New York: Routledge.Google Scholar
Herbst, Th., & Hoffmann, Th. (2018). Construction Grammar for students: A Constructionist Approach to Syntactic Analysis (CASA). Yearbook of the German Cognitive Linguistics Association, 6 (1), 197–218. DOI logoGoogle Scholar
Hoffmann, Th. (2021). Multimodal Construction Grammar: From multimodal constructs to multimodal constructions. In X. Wen, & J. R. Taylor (Eds.), The Routledge handbook of cognitive linguistics (pp. 78–92). New York: Routledge. DOI logoGoogle Scholar
Holme, R. (2009). Cognitive linguistics and language teaching. Basingstoke: Palgrave Macmillan. DOI logoGoogle Scholar
Hundt, M., Sand, A., & Skandera, P. (1999). Manual of information to accompany the Freiburg-Brown Corpus of American English (FROWN). Freiburg: Albert-Ludwigs-Universität Freiburg.Google Scholar
Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Kennedy, C., & Miceli, T. (2010). Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning & Technology, 14 (1), 28–44. Available from [URL]
Lakoff, G. (1990). The Invariance Hypothesis: Is abstract reason based on image-schemas? Cognitive Linguistics, 1 (1), 39–74. DOI logoGoogle Scholar
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: The University of Chicago Press.Google Scholar
Langacker, R. W. (1987). Foundations of cognitive grammar. Volume 1: Theoretical prerequisites. Stanford: Stanford University Press.Google Scholar
Lapaire, J.-R. (2006). La grammaire anglaise en mouvement. Paris: Hachette.Google Scholar
Laviosa, S. (2002). Corpus-based translation studies: Theory, findings, applications. Amsterdam: Rodopi. DOI logoGoogle Scholar
Leech, G. (1997). Teaching and language corpora: A convergence. In A. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and language corpora (pp. 1–23). London: Longman.Google Scholar
(2011). Frequency, corpora and language learning. In F. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Eds.), A taste for corpora. In Honour of Sylviane Granger (pp. 7–31). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Lewandowska-Tomaszczyk, B., & Dziwirek, K. (Eds.). (2009). Studies in cognitive corpus linguistics. Frankfurt am Main: Peter Lang.Google Scholar
Lindstromberg, S. (2010). English prepositions explained. Revised edition. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Lindstromberg, S., & Boers, F. (2008). Teaching chunks of language: From noticing to remembering. Helbling Languages.Google Scholar
Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. Basingstoke: Palgrave Macmillan. DOI logoGoogle Scholar
Littlemore, J., & Juchem-Grundmann, C. (2010). Introduction to the interplay between cognitive linguistics and second language learning and teaching. AILA Review, 23 1, 1–6. DOI logoGoogle Scholar
Loenheim, L., Lyngfelt, B., Olofsson, J., Prentice, J., & Tingsell, S. (2016). Constructicography meets (second) language education: On constructions in teaching aids and the usefulness of a Swedish constructicon. In S. De Knop, & G. Gilquin (Eds.), Applied construction grammar (pp. 327–355). Berlin: de Gruyter. DOI logoGoogle Scholar
McCarthy, M., McCarten, J., & Sandiford, H. (2004–2006). Touchstone (four levels). Cambridge: Cambridge University Press.Google Scholar
McEnery, T., & Wilson, A. (1997). Teaching and language corpora (TALC). ReCALL, 9 (1), 5–14. DOI logoGoogle Scholar
Meunier, F. (2002). The pedagogical value of native and learner corpora in EFL grammar teaching. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 119–141). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2008). Corpora, cognition and pedagogical grammars: An account of convergences and divergences. In S. De Knop, & T. De Rycker (Eds.), Cognitive approaches to pedagogical grammar (pp. 91–117). Berlin: Mouton de Gruyter.Google Scholar
Nikiforidou, K., & Fischer, K. (2015). On the interaction of constructions with register and genre. Constructions and Frames, 7 (2), 137–147. DOI logoGoogle Scholar
Norvig, P., & Lakoff, G. (1987). Taking: A study in lexical network theory. In J. Aske, N. Beery, L. A. Michaelis, & H. Filip (Eds.), Proceedings of the thirteenth annual meeting of the Berkeley Linguistics Society, February 14–16, 1987. General session and parasession on grammar and cognition (pp. 195–206). Berkeley: Berkeley Linguistics Society. DOI logoGoogle Scholar
O’Sullivan, Í. (2007). Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19 (3), 269–286. DOI logoGoogle Scholar
Pütz, M., Niemeier, S., & Dirven, R. (2001). Applied cognitive linguistics II: Language pedagogy. Berlin: de Gruyter.Google Scholar
Rudzka-Ostyn, B. (2003). Word power: Phrasal verbs and compounds. A cognitive approach. Berlin: de Gruyter. DOI logoGoogle Scholar
Sandra, D., & Rice, S. (1995). Network analyses of prepositional meaning: Mirroring whose mind – the linguist’s or the language user’s? Cognitive Linguistics, 6 (1), 89–130. DOI logoGoogle Scholar
Schönefeld, D. (1999). Corpus linguistics and cognitivism. International Journal of Corpus Linguistics, 4 (1), 137–171. DOI logoGoogle Scholar
Seidlhofer, B. (2002). Pedagogy and local learner corpora: Working with learning-driven data. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 213–234). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Sinclair, J. McH. (Ed.). (2004). How to use corpora in language teaching. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Stubbs, M. (2004). Language corpora. In A. Davies, & C. Elder (Eds.), The Handbook of applied linguistics (pp. 106–132). Oxford: Blackwell. DOI logoGoogle Scholar
Szmrecsanyi, B. (2017). Variationist sociolinguistics and corpus-based variationist linguistics: Overlap and cross-pollination potential. Canadian Journal of Linguistics/Revue canadienne de linguistique, 62 (4), 685–701. DOI logoGoogle Scholar
Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical forms. In T. Shopen (Ed.), Language typology and syntactic description, Vol. 3: Grammatical categories and the lexicon (pp. 57–149). Cambridge: Cambridge University Press.Google Scholar
Taylor, C. (2008). What is corpus linguistics? What the data says. ICAME Journal, 32 1, 179–200.Google Scholar
Taylor, J. R. (2006). Cognitive semantics. In K. Brown (Ed.), Encyclopedia of language & linguistics, volume 2. Second edition (pp. 569–582). Oxford: Elsevier. DOI logoGoogle Scholar
Teubert, W. (2008). Some notes on the concept of cognitive linguistics. In A. Gerbig, & O. Mason (Eds.), Language, people, numbers (pp. 61–84). Amsterdam: Rodopi.Google Scholar
Thompson, G., & Hunston, S. (2006). System and corpus: Two traditions with a common ground. In G. Thompson, & S. Hunston (Eds.), System and corpus: Exploring connections (pp. 1–14). London: Equinox.Google Scholar
Tiedemann, J. (2012). Parallel data, tools and interfaces in OPUS. In Proceedings of the 8th International Conference on Language Resources and Evaluation (LREC’2012) (pp. 2214–2218). European Language Resources Association.Google Scholar
Tognini-Bonelli, E. (2001). Corpus linguistics at work. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Tyler, A., & Evans, V. (2011). Reconsidering prepositional polysemy networks: The case of over . In B. Nerlich, Z. Todd, V. Herman, & D. D. Clarke (Eds.), Polysemy: Flexible patterns of meaning in mind and language (pp. 95–160). Berlin: de Gruyter.Google Scholar
Tyler, A., & Huang, L. (2018). Introduction. In A. Tyler, L. Huang, & H. Jan (Eds.), What is applied cognitive linguistics? Answers from current SLA research (pp. 1–33). Berlin: de Gruyter. DOI logoGoogle Scholar
Tyler, A. E., & Ortega, L. (2018). Usage-inspired L2 instruction: An emergent, researched pedagogy. In A. E. Tyler, L. Ortega, M. Uno, & H. I. Park (Eds.), Usage-inspired L2 instruction: Researched pedagogy (pp. 3–26). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.). (1997). Teaching and language corpora. London: Longman.Google Scholar
Wong, M. H. I., Zhao, H., & MacWhinney, B. (2018). A cognitive linguistics application for second language pedagogy: The English Preposition Tutor. Language Learning, 68 (2), 438–468. DOI logoGoogle Scholar
Wulff, S. (2021). Krashen’s claims through a usage-based lens. Foreign Language Annals, 54 (2), 306–310. DOI logoGoogle Scholar
Yoon, J., & Gries, S. Th. (2016). Corpus-based approaches to construction grammar. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Cited by (5)

Cited by five other publications

Gilquin, Gaëtanelle
2024. From second language acquisition research to foreign language teaching through the prism of corpora. Ampersand ► pp. 100204 ff. DOI logo
Romain, Laurence & Dagmar Divjak
2024. The types of cues that help you learn. Pedagogical Linguistics DOI logo
Ávila-Muñoz, Antonio Manuel
2024. Spanish Students’ Categorical Perceptions of Feminist Movements. Journal of Psycholinguistic Research 53:4 DOI logo
Littlemore, Jeannette
2023. ‘Oscar sent Venice an elephant’: Construction Grammars and Second Language Learning. In Applying Cognitive Linguistics to Second Language Learning and Teaching, ► pp. 231 ff. DOI logo
Stringer, David
2022. Knowledge beyond usage. Pedagogical Linguistics 3:2 ► pp. 166 ff. DOI logo

This list is based on CrossRef data as of 28 october 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.