Learner Corpus Bibliography

The Learner Corpus Bibliography (LCB) is a collection of bibliographical references related to learner corpus research. The LCB was created and maintained by the Centre for English Corpus Linguistics (director: Prof. S. Granger) until September 2013. In its current state, the LCB totals c. 1,100 references but it is updated on a regular basis.

In September 2013, the CECL agreed to share the LCB resource with the Learner Corpus Association (LCA). The LCB will still be available on the CECL’s Learner Corpus Bibliography webpage but it is now maintained by the LCA in the form of a Zotero collection with many new features. The LCB is fully searchable by fields like author, title or publication year, as well as by keywords and languages (L1/L2). Electronic versions of draft articles (or links to webpages) are also provided whenever they are available.

Help us keep this bibliography up to date by sending the references of your articles/books on learner corpora or any other missing title to .

Thanks!

Aarts, J., & Granger, S. (1998). Tag sequences in learner corpora: a key to interlanguage grammar and discourse. In S. Granger (Ed.), Learner English on computer (pp. 132–141). London & New York: Addison Wesley Longman.
Aas, H. L. (2011). Recurrent Word-Combinations in Spoken Learner English : A study of corpus data from Swedish and Norwegian advanced learners (MA dissetation). Universitetet i Oslo. Retrieved from https://www.duo.uio.no//handle/10852/25311
Abdul Aziz, R., & Mohd Don, Z. (2013). The be Verb Omissions among Advanced L1-Malay ESL Learners. What Corpus-based Study Can Reveal. In S. Ishikawa (Ed.), Papers from LCSAW2013 (Vol. 1, pp. 121–138). Japan: Kobe University.
Abdullah, S., & Noor, N. M. (2013). Contrastive Analysis of the Use of Lexical Verbs and Verb-noun Collocations in Two Learner Corpora: WECMEL vs. LOCNESS. In S. Ishikawa (Ed.), Papers from LCSAW2013 (Vol. 1, pp. 139–160). Japan: Kobe University.
Abe, M. (2003). A corpus-based contrastive analysis of spoken and written learner corpora: the case of Japanese-speaking learners of English. In D. Archer, P. Rayson, A. Wilson, & A. M. McEnery (Eds.), Proceedings of the Corpus Linguistics 2003 Conference, Lancaster University, 28-30 March 2003 (pp. 1–9). Lancaster: Lancaster University. Retrieved from http://www.fltrp.com/wyzx/07teacher/download/0706/liwz/abe.pdf
Abe, M. (2007). Grammatical errors across proficiency levels in L2 spoken and written English. The Economic Journal of Takasaki City University of Economics, 49(3,4), 117–129.
Abe, M., Kobayashi, Y., & Narita, M. (2013). Using Multivariate Statistical Techniques to Analyze the Writing of East Asian Learners of English. In S. Ishikawa (Ed.), Papers from LCSAW2013 (Vol. 1, pp. 55–66). Japan: Kobe University.
Abe, M., & Tono, Y. (2005). Variations in L2 spoken and written English: investigating patterns of grammatical errors across proficiency levels (Vol. 1). Presented at the The corpus Linguistics Conference Series. Retrieved from http://www.corpus.bham.ac.uk/PCLC/#corpora
Abuhakema, G., Faraj, R., Feldman, A., & Fitzpatrick, E. (2008). Annotating an Arabic Learner Corpus for Error. In LREC. European Language Resources Association. Retrieved from http://www.lrec-conf.org/proceedings/lrec2008/pdf/343_paper.pdf
Ackerley, K. (2013). A comparison of learner and native speaker writing in online self-presentations: Pedagogical applications. In S. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty Years of Learner Corpus Research. Looking Back, Moving Ahead. Proceedings of the First Learner Corpus Research Conference (LCR 2011) (pp. 1–10). Louvain-la-Neuve: Presses Universitaires de Louvain. Retrieved from http://www.uclouvain.be/445428.html
Ädel, A. (2005). Involvement and detachment in writing: the effects of task setting and intertextuality. Presented at the ICAME 26 (International Computer Archive of Modern and Medieval English) - AAACL 6 (American Association of Applied Corpus Linguistics).
Ädel, A. (2006). Metadiscourse in L1 and L2 English (Vol. 24). Amsterdam; Philadelphia: John Benjamins.
Ädel, A. (2008). Involvement features in writing: do time and interaction trump register awareness? In G. Gilquin, S. Papp, & Díez-Bedmar María Belén (Eds.), Linking up contrastive and learner corpus research (pp. 35–53). Amsterdam; Atlanta: Rodopi.
Ädel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes, 31(2), 81–92. doi:10.1016/j.esp.2011.08.004
Adolphs, S., & Carter, R. (2013). Spoken Corpus Linguistics: From Monomodal to Multimodal. (T. McEnery & M. Hoey, Eds.). Routledge. Retrieved from http://www.routledge.com/books/details/9780415888295/
Agerström, J. (2000). Hedges in argumentative writing: a comparison of native and non-native speakers of English. In T. Virtanen & J. Agerström (Eds.), Three studies of learner discourse. Evidence from the International Corpus of Learner English (Vol. 10, pp. 5–42). Rapporter Från Växjö Universitet.
Aguado-Jiménez, P., Pérez-Paredes, P., & Sánchez Hernández, P. (2012). Exploring the use of multidimensional analysis of learner language to promote register awareness. System, 40(1), 90–103.
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35–59. doi:10.1177/1362168810383329
Ahn, C. S. (2011). Automatically Detecting Authors’ Native Language (Unpublished Master Dissertation). Naval Postgraduate School, Monterey, CA. Retrieved from http://edocs.nps.edu/npspubs/scholarly/theses/2011/March/11Mar_Ahn.pdf
Ahn, H., & Herschensohn, J. (2013). Anglophone Acquisition of Case Particles in L2 Korean. In J. Cabrelli Amaro, T. Judy, & D. Pascual y Cabo (Eds.), Proceedings of the 12th Generative Approaches to Second Language Acquisition Conference (GASLA 2013) (pp. 1–10). Retrieved from http://www.lingref.com/cpp/gasla/12/abstract2978.html
Ahrenholz, B. (2005). Reference to persons and objects in the function of subject in Learner Varieties. In H. Hendriks (Ed.), The Structure of Learner Varieties (Vol. 28, pp. 19–64). Berlin & New York: Mouton de Gruyter.
Ai, H., & Lu, X. (2013). A corpus-based comparison of syntactic complexity in NNS and NS university students’ writing. In N. Ballier, A. Diaz-Negrillo, & P. Thompson (Eds.), Automatic treatment and analysis of learner corpus data (pp. 249–264). Amsterdam & Philadelphia: John Benjamins.
Aijmer, K. (2001). “I think” as a marker of discourse style in argumentative Swedish student writing. In K. Aijmer & G. Kjellmer (Eds.), A wealth of English. Studies in honour of Göran Kjellmer (pp. 247–257). Göteborg: Acta Universitatis Gothoburgensis.
Aijmer, K. (2002). Modality in advanced Swedish learners’ written interlanguage. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 55–76). Amsterdam & Philadelphia: John Benjamins.
Aijmer, K. (2004). Pragmatic markers in spoken interlanguage. Worlds of Words. A Tribute to Arne Zettersten. Special Issue of Nordic Journal of English Studies, 3(1), 173–190.
Aijmer, K. (2009). “So er I just sort I dunno I think it’s just because...”: A corpus study of I don’t know and dunno in learners’ spoken English. In Corpora: Pragmatics and Discourse. Papers from the 29th International Conference on English Language Research on Computerized Corpora (ICAME 29), Ascona, Switzerland, 14-18 May 2008 (pp. 151–168). Amsterdam: Rodopi.
Aijmer, K. (2011). Well I’m not sure I think… The use of well by non-native speakers. International Journal of Corpus Linguistics, 16(2), 231–254. doi:10.1075/ijcl.16.2.04aij
Aktas, N. (2005). Functions of “Shell nouns” as cohesive devices in academic writing: A comparative corpus-based study. Presented at the ICAME 26 (International Computer Archive of Modern and Medieval English) - AAACL 6 (American Association of Applied Corpus Linguistics).
Alderson, C. (1996). Do corpora have a role in language assessment? In J. Thomas & M. Short (Eds.), Using Corpora for Language Research (pp. 248–259). London: Longman.
Alexopoulou, T. (2008). Building new corpora for English Profile. Research Notes, (33), 15–19.
Alexopoulou, T., Yannakoudakis, H., & Salamoura, A. (2013). Classifying intermediate learner English: A data-driven approach to learner corpora. In S. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty Years of Learner Corpus Research. Looking Back, Moving Ahead. Proceedings of the First Learner Corpus Research Conference (LCR 2011) (pp. 11–23). Louvain-la-Neuve: Presses Universitaires de Louvain. Retrieved from http://www.uclouvain.be/445428.html
Allan, Q. G. (2002). The TELEC secondary learner corpus: a resource for teacher development. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 195–212). Amsterdam & Philadelphia: John Benjamins.
Allen, D. (2009). Lexical Bundles in Learner Writing: An Analysis of Formulaic Language in the ALESS Learner Corpus. Komaba Journal of English Education, 1, 105–127.
Alonso Ramos, M., Rambow, O., & Wanner, L. (2008). Using Semantically Annotated Corpora to Build Collocation Resources (pp. 1154–1158). Marrakech, Marruecos.
Alonso Ramos, M., Wanner, L., Vázquez Veiga, N., Vincze, O., Mosqueira Suárez, E., & Prieto González, S. (2010). Tagging collocations for learners. In S. Granger & M. Paquot (Eds.), 2010.eLexicogrpahy in the 21st Century: New Challenges, New Applications. Proceedings of eLex 2009, Louvain-la-Neuve, 22-24 October 2009 (pp. 675–380). Louvain-la-Neuve: Presses Universitaires de Louvain. Retrieved from http://www.dicesp.com/app/webroot/files/file/eLex%202009%20Tagging%20collocations.pdf
Alonso Ramos, M., Wanner, L., Vincze, O., Casamayo del Bosque, G., Vázquez Veiga, N., Mosqueira Suárez, E., & Prieto González, S. (2010). Towards a Motivated Annotation Schema of Collocation Errors in Learner Corpora. In N. Calzolari, K. Choukri, B. Maegaard, J. Mariani, J. Odijk, S. Piperidis, … D. Tapias (Eds.), Proceedings of the seventh conference on international language resources and evaluation (LREC’10), 19-21 May 2010, Valetta, Malta. (pp. 3209–3214). Valetta. Retrieved from http://www.dicesp.com/app/webroot/files/file/LREC%202010%20Alonso%20et%20al_.pdf
Al-Rfou’, R. (2012). Detecting English Writing Styles For Non-native Speakers. Computing Research Repository, (abs/1211.0498). Retrieved from http://arxiv.org/abs/1211.0498
Altenberg, B. (1997). Exploring the Swedish component of the International Corpus of Learner English. In B. Lewandowska-Tomaszcyk & P. J. Melia (Eds.), (pp. 119–132). Presented at the PALC’97 Practical Application in Language Corpora, Lódz: Lódz University Press.
Altenberg, B. (2001). Contrasting delexical English “make” and Swedish “göra.” In K. Aijmer (Ed.), A Wealth of English. Studies in Honour of Göran Kjellmer (pp. 195–219). Göteborg: Acta Universitatis Gothoburgensis.
Altenberg, B. (2002a). Advanced Swedish learners’ use of causative make. A contrastive background study. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (Vol. 6, pp. 37–56). Amsterdam & Philadelphia: Benjamins.
Altenberg, B. (2002b). Using bilingual corpus evidence in learner corpus research. In S. Granger, J. Hung, S. Petch-Tyson, & J. H. Hulstijn (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 37–54). Amsterdam & Philadelphia: John Benjamins.
Altenberg, B., & Granger, S. (2001). The grammatical and lexical patterning of make in native and non-native student writing. Applied Linguistics, 22(2), 173–194.
Altenberg, B., & Granger, S. (2002). Recent trends in cross-linguistic lexical studies. In B. Altenberg & S. Granger (Eds.), Lexis in Contrast. Corpus-based Approaches (pp. 3–48). Amsterdam & Philadelphia: John Benjamins.
Altenberg, B., & Tapper, M. (1998). The use of adverbial connectors in advanced Swedish learner’s written English. In S. Granger (Ed.), Learner English on computer (pp. 80–93). London & New York: Addison Wesley Longman.
Aluisio, M. S. (2014). Part 1 - Corpus linguistics and language description. In New Language Technologies and Linguistic Research: A Two-Way Road (pp. 2–15). Cambridge Scholars Publisher.
Álvarez, E. G. (2003). Interlanguage lexical innovation. München: Lincom Publishers.
Andorno, C. (2005). Additive and restrictive particles in Italian as a Second Language. Embedding in the verbal utterance structure. In H. Hendriks (Ed.), The structure of learner varieties (pp. 405–444). Berlin & New York: Mouton de Gruyter. Retrieved from http://www.learner-varieties.eu/Scope/Andorno2005inHendriks.pdf
Andreou, E., Andreou, G., & Vlachos, F. (2005). Studying orientations and performance on verbal fluency tasks in a second language. Learning and Individual Differences, 15(1), 23–33. doi:10.1016/j.lindif.2004.05.001
Andreu-Andres, M. A., Guardiola, A. A., Matarredona, M. B., MacDonald, P., Fleta, B. M., & Pérez-Sabater, C. (n.d.). Analysing EFL Learner Output in the MiLC Project: An Error *It’s, but which tag? In M. C. Campoy-Cubillo, B. Bellés-Fortuño, & M. L. Gea-Valor (Eds.), Corpus-based approaches to English language teaching (pp. 167–179). London & New-York: Continuum.
Arcuri, E. (2012). Teaching and Learning English as a Foreign Language: An interface between Corpus Linguistics and Multiliteracies from an Intercultural perspective. In C. de L. Diogenes (Ed.), Language and its Cultural Substrate: Perspectives for a Globalized World. Pontes.
Arrieta, B., Díaz, A. de I., Gojenola, K., Maritxalar, M., & Oronoz, M. (2003). A database system for storing second language learner corpora. In D. Archer, P. Rayson, A. Wilson, & T. McEnery (Eds.), (Vol. 16, pp. 33–41). Presented at the Corpus Linguistics 2003 Conference (CL 2003), Lancaster (UK): Lancaster University: University Centre for Computer Corpus Research on Language.
Asao, K. (1997a). Learner’s corpus and bilingual dictionaries (Vol. 5). Presented at the JACET (Japan Association for College English Teachers) 36th Annual Convention.
Asao, K. (1997b). Learner’s corpus and second language acquisition research. Presented at the TESOL 97 (Teachers of English to Speakers of Other Languages).
Asao, K. (1998). Corpus of English by Japanese learners. In S. Granger & J. Hung (Eds.), (pp. 10–30). Presented at the First International Symposium on computer learner corpora, second language acquisition and foreign language teaching, The Chinese University of Hong Kong.
Asao, K. (2002). Communication strategies of EFL learners: a corpus-based approach. In T. Saito, J. Nakamura, & S. Yamazaki (Eds.), English corpus linguistics in Japan (pp. 291–392). Amsterdam & New York: Rodopi.
Asención-Delaney, Y., & Collentine, J. (2011). A Multidimensional Analysis of a Written L2 Spanish Corpus. Applied Linguistics, 32(3), 299–322. doi:10.1093/applin/amq053
Aston, G., Bernardini, S., & Stewart, D. (2004). Corpora and Language Learners. Amsterdam: John Benjamins Publishing. Retrieved from http://benjamins.com/#catalog/books/scl.17/main
Atwell, E., Howarth, P., & Souter, C. (2003). The ISLE corpus: Italian and German Spoken Learners’ English. International Computer Archive of Modern and Medieval English (ICAME) Journal, 27, 5–18.
Axelsson, M. W. (1999). Project USE (Uppsala Student English). Asla Information, 25(2), 25–26.
Axelsson, M. W. (2000a). The use of a corpus of students’ written production in university English teaching. In G. Byrman, H. Lindquist, & M. Levin (Eds.), (Vol. 13). Presented at the ASLA symposium on corpora in research and teaching.
Axelsson, M. W. (2000b). USE – The Uppsala student English corpus: an instrument for needs analysis. ICAME Journal, 24, 155–157.
Axelsson, M. W., & Berglund, Y. (2002). The Uppsala Student English Corpus (USE): A multi-faceted resource for research and course development. In L. Borin (Ed.), Parallel corpora, parallel worlds (pp. 79–90). Amsterdam: Rodopi. Retrieved from http://docserver.ingentaconnect.com/deliver/connect/rodopi/09215034/v43n1/s5.pdf?expires=1310024482&id=63465948&titleid=1000&accname=UCL&checksum=2B9FAF3C1A0B071AA7B217DF67943911
Axelsson, M. W., & Hahn, A. (2001). The use of the progressive in Swedish and German advanced learner English - a corpus-based study. International Computer Archive of Modern and Medieval English (ICAME) Journal, 25, 5–30.
Baczkowska, A. (1999). Creating a corpus of spoken English of Polish EFL learners. In B. Lewandowska-Tomaszczyk & P. J. Melia (Eds.), (pp. 221–232). Presented at the PALC’99: Practical Applications in Language Corpora, Frankfurt am Main: Peter Lang.
Baczkowska, A. (2000). The semantic analysis of word combinations in a learner EFL corpus. In B. Lewandowska-Tomaszczyk & P. J. Melia (Eds.), (pp. 361–374). Presented at the PALC’2009: Practical Applications in Language Corpora, Frankfurt am Main: Peter Lang.
Baker, P., & Chen, Y.-H. (2010). Lexical Bundles in L1 and L2 Academic Writing. Language Learning and Technology, 14(2), 30–49.
Ballestros, F., Rica, J. P., & Neff van Aertselaer, J. (2006). The ICLE error tagging project: analysis of Spanish EFL writer. In C. M. Figueroa & T. I. M. Gárate (Eds.), Studies in contrastive linguistics: proceedings of the 4th International Contrastive Linguistics Conference, Santiago de Compostela, September, 2005 (pp. 89–98). Santiago de Compostela: Universidade de Santiago Publicacions.
Ball, F. (2001). Using Corpora in Language Testing. Research Notes, 6, 6–8.
Ballier, N., Díaz-Negrillo, A., & Thompson, P. (Eds.). (2013). Automatic Treatment and Analysis of Learner Corpus Data. Amsterdam & Philadelphia: John Benjamins.
Ballier, N., & Martin, P. (2013). Developing corpus interoperability for phonetic investigation of learner corpora. In N. Ballier, A. Diaz-Negrillo, & P. Thompson (Eds.), Automatic treatment and analysis of learner corpus data (pp. 33–64). Amsterdam & Philadelphia: John Benjamins.
Barbieri, F. (2010). Linking up contrastive and learner corpus research. Studies in Second Language Acquisition, 32(1), 148–150.
Barfield, A., & Gyllstad, H. (2009). Researching Collocations in Another Language: Multiple Interpretations. New York: Palgrave Macmillan.
Barker, F. (2004). Using Corpora in Language Testing. Modern English Teacher, 13(2), 63–67.
Barker, F. (2010). How can corpora be used in language testing? In A. O’Keeffe & M. McCarthy (Eds.), The Routledge Handbook of Corpus Linguistics (Routledge Handbooks in Applied Linguistics) (pp. 633–646). New York: Routledge.
Barlow, M., Ellis, R., & Barkhuizen, G. (2005). Computer-based analyses of learner language. In Analysing Learner Language (pp. 335–357). Oxford: Oxford University Press. Retrieved from http://michaelbarlow.com/chapter14.pdf
Bartning, I. (1997). L’apprenant dit avancé et son acquisition d’une langue étrangère: tour d’horizon et esquisse d’une caractérisation de la variété avancée. AILE, 9, 9–50.
Baumgarten, N., & House, J. (2010). I think and I don’t know in English as lingua franca and native English discourse. Journal of Pragmatics, 42(5), 1184–1200. doi:10.1016/j.pragma.2009.09.018
Bekiou, K., & Díaz, L. (2004). What the use of Childes can say in analysing second language acquisition data: The acquisition of Spanish simple past tenses by Greek L1 learners. In B. Lewandowska-Tomaszczyk (Ed.), Practical applications in language computers (PALC 2003) (pp. 321–342). Frankfurt: Peter Lang.
Bell, H. (2009). The messy little details: a longitudinal case study of the emerging lexicon. In T. Fitzpatrick & A. Barfield (Eds.), Lexical processing in second language learners. Papers and perspectives in honour of Paul Meara (pp. 111–127). Bristol, Buffalo, Toronto: Multilingual matters.
Belz, J. (2004). Learner corpus analysis and the development of foreign language proficiency. System, 32(4), 577–591.
Belz, J., & Vyatkina, N. (2005). Learner corpus research and the development of L2 pragmatic competence in networked intercultural language study: the case of German modal particles. Canadian Modern Language Review/Revue Canadienne Des Langues Vivantes, 62(1), 17–48.
Belz, J., & Vyatkina, N. (2008). The pedagogical mediation of a development learner copus for classroom-based language instruction. Language Learning & Technology, 12(3), 33–52.
Benso, B. (2000). Adjectives intensification in present-day English: a native vs. non-native corpus-based analysis. Torino.
Berglund, Y., & Mason, O. (2000). The influence of external factors on learner performance. In B. Ketteman & G. Marko (Eds.), Teaching and learning by doing corpus analysis (pp. 205–215). Amsterdam: Rodopi. Retrieved from http://docserver.ingentaconnect.com/deliver/connect/rodopi/09215034/v42n1/s17.pdf?expires=1310031356&id=63467478&titleid=1000&accname=UCL&checksum=859DDF541A8FBB8E81DDC4ECD5F7A744
Berglund, Y., & Prütz, K. (2000). Tagging a learner corpus - a starting-point for quantitative comparative analyses. Presented at the ASLA conference KORFU, November 11-12, 1999.
Bestgen, Y., & Granger, S. (2011). Categorising spelling errors to assess L2 writing. International Journal of Continuing Engineering Education and Life-Long Learning, 21(2/3), 235–252.
Bestgen, Y., Granger, S., & Thewissen, J. (2012). Error patterns and automatic L1 identification. In S. Jarvis & S. A. Crossley, Approaching Transfer through Text Classification: Explorations in the Detection-based Approach (pp. 127–153). Multilingual Matters (Clevendon). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.297.4454&rep=rep1&type=pdf
Bestgen, Y., Lories, G., & Thewissen, J. (2010). Using latent semantic analysis to measure coherence in essays by foreign language learners? In S. Bolasco, I. Chiari, & L. Giuliano (Eds.), Proceedings of 10th International Conference on statistical analysis of textual data (JADT2010) (pp. 385–395). Rome (Italy): LED.
Biber, D., & Reppen, R. (1998). Comparing native and learner perspectives on English grammar: a study of complement clauses. In S. Granger (Ed.), Learner English on computer (pp. 145–158). London & New York: Addison Wesley Longman.
Biewer, C. (2011). Modal auxiliaries in second language varieties of English: A learner’s perspective. In J. Mukherjee & M. Hundt (Eds.), Exploring Second-Language Varieties of English and Learner Englishes: Bridging a Paradigm Gap (pp. 7–34). Amsterdam: University of Zurich. Retrieved from https://benjamins.com/#catalog/books/scl.44/toc
Bikelienė, L. (2008a). Connector usage in advanced Lithuanian Learners’ English Writing. In B. Lewandowska-Tomaszczyk (Ed.), Corpus Linguistics, Computer Tools, and Applications - State of the Art (pp. 741–755). Frankfurt: Peter Lang.
Bikelienė, L. (2008b). Resultative connectors in advanced Lithuanian learners’ English writing. Kalbotyra, 59(3), 30–37.
Bikelienė, L. (2008c). Resultive connectors in Advanced Lithuanian Learners’ English Writing. Kalbotyra, 59(3), 30–37.
Bikelienė, L. (2009a). Contrastive connectors in advanced Lithuanian learners’ and native speakers’ English writing. Kalbotyra, 61(3), 21–35.
Bikelienė, L. (2009b). Insights from the Lithuanian Learner Corpus of English: Pilot Study on the Use of Resultive Connectors. Language Forum: An International Journal of Language and Linguistics, 35(2), 113–126.
Bikelienė, L. (2010). Summative Connectors in Lithuanian Learners’ and Native Speakers’ English Essays. In Proceedings of the International Scientific Conference “Man in the Space of Language”, Kaunas, Lithuania, 14-15 May 2010 (Vol. 6, pp. 546–552). Kaunas.
Bikelienė, L. (2012). Connector Usage in Native and Non-native Learners’ English Writing. Contrastive Analysis (Doctoral). University of Vilnius, Vilnius.
Blagoeva, R. (1998). Comparing grammatical categories: evidentials. In S. Granger & J. Hung (Eds.), (pp. 14–16). Presented at the First International Symposium on Computer learner corpora, second language acquisition and foreign language teaching, The Chinese University of Hong Kong.
Blagoeva, R. (2001). Comparing cohesive devices: conjunctions and other cohesive relations and their place in the Bulgarian-English interlanguage (Vol. 1). Sofia.
Blagoeva, R. (2004). Demonstrative reference as a cohesive device in advanced learner writing: a corpus-based study. In K. Aijmer & B. Altenberg (Eds.), Advances in corpus linguistics. Papers from the 23rd international conference on English language research on computerized corpora (ICAME 23), Göteborg, 22-26 May 2002 (pp. 297–307). Amsterdam & New York: Rodopi. Retrieved from http://docserver.ingentaconnect.com/deliver/connect/rodopi/09215034/v49n1/s17.pdf?expires=1310032308&id=63467670&titleid=1000&accname=UCL&checksum=8727B687FE55D3CDD8A8E8C1663C18EB
Blagoeva, R. (2011). Comparing cohesive devices: A corpus-based analysis of conjunctions in written and spoken learner discourse. In P. Rayson, A. Wilson, T. McEnery, A. Hardie, & K. Shereen (Eds.), Proceedings of the Corpus Linguistics 2001 Conference. UCREL Technical Paper Number 13, Special Issue (pp. 59–64). Lancaster: Lancaster University.
Bogacka, A., Dziubalska-Kołaczyk, K., Krynicki, G., Pietrala, D., & Wypych, M. (n.d.). General and Task-Specific Corpus Resources for Polish Adult Learners of English. In LREC 2006 Proceedings (pp. 1614–1619). Retrieved from http://www.lrec-conf.org/proceedings/lrec2006/pdf/227_pdf.pdf
Bolly, C. (2005). Constructions récurrentes, collocations et séquences figées avec le verbe à haute fréquence “prendre”: pour une méthode “mixte” d’analyse de corpus (FL1 et FL). In C. Cosme, C. Gouverneur, F. Meunier, & M. Paquot (Eds.), (pp. 57–60). Presented at the Phraseology 2005 Conference.
Bolton, K., Nelson, G., & Hung, J. (2002). A corpus-based study of connectors in student writing: research from the International Corpus of English in Hong Kong (ICE-HK). International Journal of Corpus Linguistics, 7(2), 165–182.
Bongartz, C., & Buschfeld, S. (2011). English in Cyprus: Second language variety or learner English? In J. Mukherjee & M. Hundt (Eds.), Exploring Second-Language Varieties of English and Learner Englishes: Bridging a Paradigm Gap (pp. 35–54). Amsterdam: University of Zurich. Retrieved from https://benjamins.com/#catalog/books/scl.44/toc
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