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Part of
Learner Corpora and Language Teaching
Edited by Sandra Götz and Joybrato Mukherjee
[
Studies in Corpus Linguistics
92] 2019
► pp.
265
–
267
◄
previous
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 intonation
1
C
CALE
see
Corpus of Academic Learner English
CEA
see
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 competence
54
combination frequency
108, 115, 116, 121–122
complex phrasal verbs
63, 64
composition
130, 159
compound
56, 58–59, 61, 65
computer-aided error analysis
159
Contrastive Interlanguage Analysis
57, 78, 195 ;
see also
CIA 2
corpus design
186, 224
Corpus of Academic Learner English
130–131, 134
corpus tool
250
cross-linguistic influence
78, 81, 95–96
curriculum
16, 118, 246, 252–253
Czech learners of English
178
D
data-driven learning
16, 121, 149, 253
DDL
see
data-driven learning
depth of vocabulary
51–52, 53
direct quotation
129–131, 131–134, 139, 142, 148–150
disagreement
18–19
disciplinary assignments
130
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 language
see
EFL
embedding
143
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
analysis
16
annotation
see
error tagging
rates
164, 165, 166, 167
span
36, 37, 38, 40, 41
tagged learner corpus
30
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
hedge
21
hedging
19
high-frequency verb
52, 55–57
I
I mean
222, 223, 225, 229, 230, 230, 232, 235–236
ICCI
see
International Corpus of Crosslinguistic Interlanguage
ICLE
see
International Corpus of Learner English
idiom
56–57, 59–60, 65–67
intensifier
254–260
intensifying adverb
254–260
interlanguage
78, 95, 157–158
continuum
157
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 intonation
207
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
LINDSEI
see
Louvain International Database of Spoken English Interlanguage
LINDSEI Czech
178–180
linking adjunct
77, 80–82, 92–96
LOCNESS
see
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
moodle
see
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 fluency
175
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 words
176
Q
qualitative knowledge
53–54, 70, 71
qualitative lexical approach
54
quantitative knowledge
52–53
R
reporting structure
136–137, 144–146, 150
research paper
134
S
second language writing
see
learner writing
second language acquisition
51
semantic prosody
259
SLA
see
second language acquisition
smallword
219–222, 237–239
Spanish learners of English
104–105, 193–194, 196, 206–208
speaking
see
learner speech
speech rate
175–178, 179, 180–186
speech tempo
175, 176
spoken production
see
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
TLC
see
Trinity Lancaster Corpus
ToBI annotation
198, 200
Trinity Lancaster Corpus
8–9
U
undergraduate students
82
underuse
79, 92
V
vagueness marker
232
W
well
221, 222, 225, 229, 231–233, 234–237
words per minute
176, 177
written production
see
learner writing
Y
young learners
254