Members publications (DIAL)

de Marneffe, M.-C., Manning, C. D., Nivre, J., Zeman, D., & et al. (2025). Universal Dependencies. In Collectif (ed.), Reference Module in Social Sciences. Elsevier. https://doi.org/10.1016/B978-0-323-95504-1.01150-9

Cougnon, L.-A., & Jacques, J. (2025). Participative videos concerning climate change: The interplay between media experience, perceived effectiveness knowledge, attitudes, and behavioral intentions changes. In Andrea Catellani, Louise-Amélie Cougnon, Øyvind Gjerstad, Armelle Nugier (ed.), An Interdisciplinary Approach to Climate Change Perspectives from the Social Sciences and Humanities (p. p. 328). Routdledge.

Fastrez, P. (2025). Media literacy assessment: attempting to map the complexity. In Armanda Matos (ed.), Literacia digital e mediática: da investigação à educação (p. p. 45-73). Editora d’Ideias. https://doi.org/10.48552/RNS9-0W60

Rotili, L. (2025). Journalistic Values. In Nai, A., Grömping, M., & Wirz, D. (ed.), Elgar Encyclopedia of Political Communication. Edward Elgar Publishing.

Meunier, F. (2025). Evolving Paradigms in Data-Driven Learning. In McCallum, L., Tafazoli, D. (eds) (ed.), The Palgrave Encyclopedia of Computer-Assisted Language Learning (Palgrave Macmillan). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51447-0_65-1

Gilquin, G. (2025). (Lexico)grammar and data-driven learning. In L. McCallum & D. Tafazoli (ed.), The Palgrave Encyclopedia of Computer-Assisted Language Learning (p. p. 1-5). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51447-0_77-1

Meunier, F. (2025). Pedagogical grammars. In Carol A. Chapelle (ed.), The Encyclopedia of Applied Linguistics (Second edition, p. p. tba). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal20619

Philippe Nzoimbengene. (2025). Marqueurs du discours en lingála : entre pragmatique et grammaire. In Nico Nassenstein and Janika Kunzmann (edited by) (ed.), Lingala : Current Topics / Sujets d’actualité (RÜDIGER KÖPPE VERLAG · KÖLN, p. p. 293-311). Heike Drotbohm, Franziska Fay, Matthias Krings, Nico Nassenstein, Anja Oed und Markus Verne.

He, B., & Suner Munoz, F. (2025). Enhancing German as a Foreign Language speaking ability through social VR: The design and implementation of TravelKit. In R. Decorte, S. Bibauw, & G. Stockwell (Eds.) (ed.), Proceedings of the Inaugural International Applied Linguistics Conference.

Catellani, A. (2025). L’inscription du végétal dans la communication sur le reboisement : analyse sémiotique. In Natacha Souillard, Amélie Coulbaut-Lazzarini, Céline Pascual Espuny (ed.), Communication végétale émergente dans les sociétés contemporaines. Au-delà du monde des humains (ISTE, p. p. 13-28). ISTE.

De Cock, B., & Greco, S. (2025). Approaching social media argumentation from a linguistics-informed perspective. Methodological aspects. In Corina Andone, Marianne Doury, Sara Greco, Kati Hannken-Illjes, Menno Reijven (ed.), Qualitative Research Methods in Argumentation Studies (p. p. 111-126). Routledge. https://doi.org/10.4324/9781003502296-7

Berrendonner, A., Apothéloz, D., Béguelin, M.-J., Benzitoun, C., Corminboeuf, G., Delofeu, J., Lauwers, P., Sabio, F., Simon, A.-C., & Willems, D. (2025). Unités maximales de la syntaxe. In Collectif (ed.), Encyclopédie grammaticale du français (p. p. 1-36).

Samofalova, Y., Catellani, A., & Cougnon, L.-A. (2025). Youth Climate Activists’ Practices on Social Media in Belgium and France. In Sabine von Mering, Thomas E. Bell, Alexandre da Silva Faustino, Wendy Steele, Ann Ward, Mariana Arjona Soberón (ed.), The Routledge Handbook of Grassroots Climate Activism (1st ed.). Routledge. https://doi.org/10.4324/9781003396567-20

Katanneck, S., & Suner Munoz, F. (2025). ChatGPT als Lernpartner: Feedback und selbstreguliertes Lernen mit Künstlicher Intelligenz. In Malgorzata Barras, Nadia Keller und Michael Langner (Eds.) (ed.), DaF-DaZ im Wandel: Lehren, Lernen, Methoden : Akten der Zehnten Gesamtschweizerischen Tagung für Deutschlehrerinnen und Deutschlehrer, 28. und 29. Juni 2024, Universität Freiburg / Fribourg (p. pp. 51-60). AkDaF und Ledafids. https://doi.org/10.51363/unifr.lrp.cqhc9q

Marc, L. (2025). How media education activities led by journalists affect trust? A case study in french high schools. In Pedro Jerónimo, Inês Amaral (ed.), Building Media Trust (LabCom Books, p. p. 276). University of Beira Interior. https://doi.org/10.25768/9229-26-6

Gilquin, G. (2025). Keylogging and screencasting to help investigate L2 writing processes. In K. Sadeghi (ed.), Routledge Handbook of Technological Advances in Researching Language Learning (p. p. 285-296). Routledge.

Gilquin, G., & De Knop, S. (2025). Applied construction grammar. In Chris Sinha & Xu Wen (ed.), The Cambridge Encyclopedia of Cognitive Linguistics. Cambridge University Press.

Roginsky, S. (2025). From offline Brussels to online dispersion. Where is the European Parliament? A proposal to explore a complex, multi-dimensional and multi-site fieldwork. In Jonathan Chibois, Samuel Shapiro (ed.), Doing Fieldwork in Centres of Power - The Case of Deliberative Assemblies (1st Edition, p. p. 58-79). Routledge. https://doi.org/10.4324/9781003356349

Lombart, E., & et al. (2025). “Context”, “Culture”, “Emotions”, “Explicit/Explicitness”, “Expressive language/Emotional Function of language”, “Fake news/Misinformation”, “Implicitness”, “Intention”, “Irony”, “Politicisation”, “Sarcasm”. In Gabriella Szabó, Carlos Cunha, Jūratė Ruzaitė, Tamara Kunić (eds.) (ed.), OPINION Glossary - Integrating theory and methods for automatically analyzing opinionated communication. Gabriella Szabó, Carlos Cunha, Jūratė Ruzaitė, Tamara Kunić.

Rotili, L. (2025). Information Ethics. In Nai, A., Grömping, M., & Wirz, D. (ed.), Elgar Encyclopedia of Political Communication. Edward Elgar Publishing.

Devroede, N., Dachet, D., Camandona, F., & Suner Munoz, F. (2025). The Impact of Virtual Reality on L2 Learning Performance: A Meta-Analysis. In R. Decorte, S. Bibauw, & G. Stockwell (ed.), Proceedings of the Inaugural International Applied Linguistics Conference, 2025. (pp. 33-41).

Meunier, F. (2025). Pluriliteracies. In McCallum, L., Tafazoli, D. (eds) (ed.), The Palgrave Encyclopedia of Computer-Assisted Language Learning (p. p. 1-5). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51447-0_244-1

Norde, M., Masini, F., Van Goethem, K., & Ebner, D. (2025). Wannabe Approximatives. Creativity, Routinization or Both? In Arndt-Lappe, Sabine & Filatkina, Natalia (ed.), Dynamics at the Lexicon-Syntax Interface: Creativity and Routine in Word-Formation and Multi-Word Expressions (Formulaic Language, p. p. 353-383). De Gruyter. https://doi.org/10.1515/9783111321905-013

Bodart, R., Pasquier, C., & Lefer, M.-A. (2025). Empowering future language professionals: Findings from a classroom experiment on MT Quality Evaluation in collaboration with DGT. In Esteves-Ferreira, J., Haddad Haddad, A., Sosoni, V., & Stefanov, O.-M. (ed.), Translating and the Computer 46 Proceedings (Tradulex, p. p. 47-60). Tradulex.

Lombart, E., & Escouflaire, L. (2025). Beyond the smile: A longitudinal corpus analysis of the ‘smiling face‘ emoji in French tweets. In Anna Bączkowska (ed.), Unveiling Emotions in Discourse Across Media and Natural Encounters (p. p. 361). Harrassowitz Verlag. https://doi.org/10.13173/9783447124546