Accepted papers
| plenary talks | ||
| 1 | Mark Brenchley | Corpora & Cambridge Assessment English: A Widening Perspective |
| 2 | Magali Paquot | Expanding the scope of complexity research in SLA: a phraseological perspective |
| 3 | Piotr Pęzik | Exploring Treelets in Learner Corpora |
| 4 | Luke Plonsky | Methodological Reform and Learner Corpus Research |
| full papers | ||
| 1 | Mariko Abe, Yusuke Kondo, Yuichiro Kobayashi, Akira Murakami and Yasuhiro Fujiwara | A longitudinal study of L2 spoken English: Development of fluency and pronunciation |
| 2 | Ksenia Balakina | Italian-Russian Learner Corpus: a Study of Possessive Constructions and a Linguistic Norm Inquiry |
| 3 | Bartosz Brzoza | Learner corpus-based lists and their validity: language use changes, lists remain |
| 4 | Marcus Callies and María Belén Díez-Bedmar | Code-switching in multicompetent speakers: A corpus study of German and Spanish EFL learners’ writing at beginning and intermediate levels |
| 5 | Sandra C. Deshors | Are cross-linguistic influences underrated in ELF research? The case of particle placement in multi-participant interactions |
| 6 | Hildegunn Dirdal | Development of L2 writing complexity: Clause types, L1 influence and individual differences |
| 7 | Nida Dusturia | Indonesian EFL Learners’ Argumentative Writing: A Learner Corpus Study of Connector Usage |
| 8 | Luciana Forti | Modeling second language collocation learning through the lens of L1 congruency, frequency and Data-driven learning: a combined view of item- and pedagogy-related variables |
| 9 | Robert Fuchs and Valentin Werner | Tense and aspect in learner English: Frequency vs. accuracy |
| 10 | Thomas Gaillat and Nicolas Ballier | Investigating the scope of textual metrics for learner level discrimination and learner analytics |
| 11 | Sandra Götz, Christoph Wolk and Katja Jäschke | Fluency in Advanced Spoken Learner Language: A Contrastive Interlanguage Analysis across L1s, Task Types and Learning Context Variables |
| 12 | Stefan Th. Gries and Sandra C. Deshors | Permitting a middle ground: an improvement of the MuPDAR method for learner corpus studies |
| 13 | Ingrid Hasund and Hilde Hasselgård | Writer/reader visibility in young learner writing: A study of the TRAWL corpus of secondary school texts |
| 14 | Hattan Hejazi | Investigating the Development of Use of Lexical Bundles and Keyness in B2 and C1 EFL Learners’ Academic Writing |
| 15 | Ann-Kristin Helland Gujord | A Corpus Based Study of the L2 Acquisition of (Norwegian) Perfect Notions: the Effects of Semantic, Frequency, and Intralingual Contrast |
| 16 | Isa Hendrikx | Intensifying compounds in the Diasystem of Belgian French-speaking learners of Dutch and English |
| 17 | Tim Hoffmann | In search of a gold standard for error annotation: lexical errors |
| 18 | Pauline Jadoulle | Distinguishing between learner vs. novice writing features: a crosslinguistic approach |
| 19 | Barry Kavanagh | Using ‘what already works’ to ‘bridge the gap’ between corpus research and corpora in schools |
| 20 | Elma Kerz, Daniel Wiechmann and Marcus Ströbel | ‘Applying the Right Statistics’: Can Advanced L2 Learners Acquire Register-Specific Distributional Statistics |
| 21 | Kathrin Kircili | Non-Canonical Syntax in Learner Languages: A Contrastive Interlanguage Analysis |
| 22 | Jasmin Knepper and Robert Fuchs | False friends in upper-intermediate and advanced learner language: Evidence from learner corpora |
| 23 | Zeynep Köylü | The Effects of Study Abroad on Oral L2 Development: Results from a Learner Corpus Study |
| 24 | Tove Larsson and Sylviane Granger | The phraseology of core vocabulary in expert and learner data: The case of thing(s) |
| 25 | Hege Larsson Aas and Sylvi Rørvik | Repeats in native and interlanguage speech: Exploring traces of cross-linguistic influence and individual variation |
| 26 | Agnieszka Lenko-Szymanska | Lexical indices as developmental measures of lexical competence and proficiency: a meta-analysis |
| 27 | Paula Lissón, Nicolas Ballier and Kim Gerdes | On relativizer use in learner English: a corpus-based study |
| 28 | Fernando Martín-Villena and Cristóbal Lozano | A corpus-based study on the factors affecting the use of referential expressions in L1 English-L2 Spanish writing in CEDEL2 |
| 29 | Aika Miura | Identifying Interactional Features Accompanying the Requests in Shopping Role Plays |
| 30 | Akira Murakami and Nick Ellis | The effects of frequency and contingency on the accuracy of L2 English grammatical morphemes |
| 31 | Taina Mylläri | Syntactic complexity as a part of learner Finnish proficiency |
| 32 | Susan Nacey | Metaphors in high-stakes language exams |
| 33 | Ann-Sophie Noreillie, Piet Desmet and Elke Peters | Exploring L1 and L2 speakers’ vocabulary use in two dialogic speaking tasks in a French learner corpus |
| 34 | Teresa Quesada and Cristóbal Lozano | Do bilingual immersion programmes affect the use of referring expression in discourse? A corpus-based study on L2 English learners |
| 35 | Silje Ragnhildstveit | Corpus-based transfer study of grammatical gender in Norwegian as a second language |
| 36 | Noelia Ramón and Ana Frankenberg-Garcia | Collocation issues in a learner corpus of final-year dissertations by Spanish undergraduates |
| 37 | Katia Rey and Anita Thomas | Matching the CEFR with Linguistic Measures. A Pilot Study Based on Vocabulary Measures in a Corpus of German-speaking Learners of French as a Foreign Language |
| 38 | Iria del Río, Adelina Castelo, Rita Santos and Maria João Freitas | Annotation of phonetic errors in Portuguese L2 texts |
| 39 | Sylvi Rørvik | “I believe we can assume with some certainty”: the functions of singular and plural first-person pronouns in master’s theses |
| 40 | Rachel Rubin, Alex Housen and Magali Paquot | Assessing the cross-linguistic validity of phraseological complexity measures as indices of L2 proficiency |
| 41 | Jurate Ruzaite | Vague language in the Lithuanian Learner Corpus |
| 42 | Steffen Schaub | The longitudinal development of clausal and noun-phrasal complexity in German intermediate learners of English |
| 43 | Erin Schnur, Fernando Rubio and Jane Hacking | Introducing language teachers to learner corpora: The development of online tutorials for pedagogic uses of the MuSSeL corpus |
| 44 | Natassia Schutz | High-frequency verbs in academic writing: a comparison of expert and novice writing |
| 45 | Anna Shadrova | Graph-based modeling of Lexicosyntactic Coselection Constraints in Learner German |
| 46 | Stefania Spina | The effect of time and dimensions of collocational relationship on phraseological accuracy: a study on Chinese learners of Italian |
| 47 | Jennifer Thewissen and Alena Anishchanka | An integrative approach to L2 accuracy and complexity development |
| 48 | Ekaterina Vlasova and Hokkanen Maria | Restructuring
of case system in non-standard Russian in Finland: Evidence from the Russian Learner Corpus |
| 49 | Tassja Weber | L1-specific difficulties in L2 German: A learner corpus-based study on the use of prepositions by learners with typologically different first languages |
| work-in-progress reports | ||
| 1 | Andrea Abel and Katrin Wisniewski | Linking CEFR levels to text quality indicators. An empirical investigation on the basis of the KOLIPSI learner corpus. |
| 2 | Sylvie De Cock | Boosting learners’ productive fluency in interview contexts – with a little help from spoken learner corpus data |
| 3 | Ana Díaz-Negrillo, Cristóbal Lozano and Marcus Callies | Introducing the Corpus of English as a Foreign Language (COREFL): a bimodal, multi-task corpus for SLA research |
| 4 | Tomáš Gráf and Lan-Fen Huang | Accuracy in spoken learner English at B2 and C1 levels (and future inclusion of A2 and B1 levels) |
| 5 | Rita Jukneviciene | Adverbial –ing clauses in L2 learner English |
| 6 | Mihail Kopotev, Olesya Kisselev, Aleksandr Klimov, Anna Dmitrieva, Maria Fedorova and Anastasia Baranchikova | A corpus-based text-analytic tool for novice writers of Academic Russian |
| 7 | Eliane Lorenz, Sharareh Rhabari and Peter Siemund | Lexical diversity and lexical transfer in a longitudinal English learner corpus |
| 8 | Cristóbal Lozano and Nobuo Ignacio López-Sako | Multi-L1 learner corpus design for SLA research purposes: CEDEL2 (Corpus Escrito del Español L2, version 2.0) |
| 9 | Marketa Mala and Tomáš Novotný | Comparing L1 and advanced learner English academic writing: the case of –ly adverbs |
| 10 | Tim Marchand | Accounting for the effects of learner engagement in a corpus of computer-mediated communication |
| 11 | Alisa Masiejczyk | Non-native multi-word expressions in a corpus of spoken English: a study of errors in content and function words for FL pedagogy |
| 12 | Lee McCallum | The Role of Restricted Collocations and Learner and Course Variables in Determining Writing Quality in Assignments from a First Year Composition Programme |
| 13 | Elisabeth Muntschick, Annette Portmann and Katrin Wisniewski | Textual borrowing from tasks and proficiency levels in assessment-related learner corpora: An exploratory study for DiSKo and MERLIN |
| 14 | Mick O’Donnell | Automatic identification of unacquired linguistic concepts underlying grammatical errors in English learner writing |
| 15 | Joacyr Oliviera | Learner Translator Corpus (LTC) as didactic material in translation classes |
| 16 | Iria del Río | Quantitative analysis of errors in the COPLE2 corpus |
| 17 | Irene Simonsen | Five key lexemes in German and Danish academic language |
| 18 | Nathan Vandeweerd, Alex Housen and Magali Paquot | Phraseological Complexity as an Index of L2 French Writing Proficiency |
| 19 | Olga Vinogradova, Elizaveta Yershova, Aleksandr Sergienko, Darya Overnikova and Anton Buzanov | Chaos is merely order waiting to be deciphered: Corpus-based study of word order errors of Russian learners of English |
| posters | ||
| 1 | Patrice Clarke | Handsome Drama: An Exploratory Study of Collocations in the Narratives of Deaf and Hard-of-Hearing Students |
| 2 | Elżbieta Gajek | Collecting Learner Language Data through Crowdsourcing |
| 3 | Ilmari Ivaska | Bridging comparison-based and detection-based arguments for crosslinguistic influences |
| 4 | Lucie Jiránková and Luca Cilibrasi | Dynamic changes in the development of L2 inflectional morphology |
| 5 | Elżbieta Kaczmarska and Gabriela Gawrońska | Specifics of the acquisition of a closely related language in a corpus of Czech produced by Polish learners |
| 6 | Yilun Li | Gender agreement in L2 French learners: an analysis based on a written corpus |
| 7 | Mateus Miranda | A Brazilian corpus of spoken learner English calibrated to the CEFR: From corpus design to data collection challenges |
| 8 | Irina Panteleeva, Olga Lyashevskaya and Olga Vinogradova | More on criteria for measuring text complexity |
| 9 | Michał B. Paradowski and Elżbieta Pawlas | Communication breakdowns in intercultural communication and implications for the foreign language classroom |
| 10 | Mikołaj Sobkowiak | Syntactic complexity across text genres. Findings from a learner corpus of written Danish |
| 11 | Olga Vinogradova, Ksenia Pospelova, Anna Viklova and Veronika Smilga | What’s in a comma: Corpus study of punctuation errors made by Russian Learners of English |
| 12 | Shujun Wan and Anke Lüdeling | Discourse structure in German argumentative essays: a comparison of L1 German and Chinese learner German |
| 13 | Xiaoli Yu | Lexical Features in Argumentative Writing across English Writers from Different Language Backgrounds |
| software demos | ||
| 1 | Sylviane Granger, Maïté Dupont, Fanny Meunier and Magali Paquot | ICLEv3: An extended web-based version of the International Corpus of Learner English |
| 2 | Elena Volodina, Arild Matsson, Dan Rosén and Mats Wirén | SVALA: an Annotation Tool for Learner Corpora generating parallel texts |