Index

• 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

• boundary tone 192–194, 203–204

• British intonation1

• 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 competence54

• combination frequency 108, 115, 116, 121–122

• complex phrasal verbs 63, 64

• composition 130, 159

• compound 56, 58–59, 61, 65

• computer-aided error analysis159

• Contrastive Interlanguage Analysis 57, 78, 195 ; see also CIA 2

• corpus design 186, 224

• Corpus of Academic Learner English 130–131, 134

• corpus tool250

• cross-linguistic influence 78, 81, 95–96

• curriculum 16, 118, 246, 252–253

• Czech learners of English178

• 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 assignments130

• discourse marker 77, 78, 220–221, 221–223, 228, 231–232

• 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

• embedding143

• 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
  • analysis16
  • annotation see error tagging
  • rates 164, 165, 166, 167
  • span 36, 37, 38, 40, 41
  • tagged learner corpus30
  • tagging 29, 32–33, 34, 35, 36, 38, 42, 46–48, 162, 163, 164

• essay writing 65–66, 95–96

• expert annotation 30, 33

• fluency 43, 175–178, 187, 195, 199, 219–221, 222–223, 237–239

• German learners of English 52, 54, 57, 65, 67, 70–71, 134, 193–195, 196, 208, 220, 223–224, 226, 237–239, 254

• hedge21

• hedging19

• high-frequency verb 52, 55–57

• 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
  • continuum157

• 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

• Japanese learners of English 159–160

• keyword analysis 105–106, 108–112, 121–122

• kind of 222, 223, 225, 229, 230, 232, 234

• L1 background 11, 14, 93

• L2 intonation207

• 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

• misuse 55, 78, 169

• Modular Object-Oriented Dynamic Learning Environment 35, 40–41

• moodle see Modular Object-Oriented Dynamic Learning Environment

• noun phrase 59, 107, 118–119
  • complexity 103, 105, 107–108, 113, 116, 122
  • elaboration 104, 116, 120

• or something 225, 229, 232, 234–237

• overuse 53, 54, 77, 79, 90, 92, 109–111, 133, 194, 203–206, 221, 231, 238

• paraphrasing 131, 138, 148

• perceived fluency175

• 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 words176

• qualitative knowledge 53–54, 70, 71

• qualitative lexical approach54

• quantitative knowledge 52–53

• reporting structure 136–137, 144–146, 150

• research paper134

• second language writing see learner writing

• second language acquisition51

• semantic prosody259

• 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

• 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

• undergraduate students82

• underuse 79, 92

• vagueness marker232

• well 221, 222, 225, 229, 231–233, 234–237

• words per minute 176, 177

• written production see learner writing

• young learners254