Corpus-aided discourse analysis

Pérez-Paredes, P. (2019). Little old UK voting Brexit and her Austrian friends: A corpus-driven analysis of the 2016 UK right-wing tabloid discourse. In Populist Discourse: A Methodological Synergy. London: Routledge, 152-171.

Pérez-Paredes, P.., Aguado. P. & Sánchez, P. (2017). Immigrants in UK legislation and Administration informative texts: a corpus-driven study (2007-2011). Discourse & Society,28,1,81-103.

Pérez-Paredes, P. (2017). A Keyword Analysis of the 2015 UK Higher Education Green Paper and the Twitter Debate. In Power, persuasion and manipulation in specialised genres: providing keys to the rhetoric of professional communities. Bern: Peter Lang.

Sánchez-Hernández, P.,, Pérez-Paredes, P. & Aguado, P. (2018) Constructing immigrants in the Spanish legislation and Administration informative texts: a corpus-driven study (2007-2011). In Viola, L. & Mussofl, A. (eds.). Migration and Media. Discourses about Identities in Crisis. Amsterdam: John Benjamins, 63-90.

Applied linguistics and language education

Díez-Bedmar, M.B. and Pérez-Paredes, P.  (2020) Noun phrase complexity in young Spanish EFL learners’ writing. Complementing syntactic complexity indices with corpus analyses. International Journal of Corpus Linguistics, 25,1,1-33.

Pérez-Paredes, P. & Díez-Bedmar, B. (2019). Certainty adverbs in spoken learner language: the role of tasks and proficiency. International Journal of Learner Corpus Research, 5,2,253-279.

Pérez-Paredes, P., & Sánchez-Tornel , M. (2019). The linguistic dimension of L2 interviews: A multidimensional analysis of native speaker language. Focus on ELT Journal, 1(1), 4-26.

Pérez-Paredes, P. (2019). The pedagogic advantage of teenage corpora for secondary school learners. In: P. Crosthwaite (ed.) Data Driven Learning for the Next Generation: Corpora and DDL for Pre-tertiary Learners. London: Routledge, pp.67-87.

Pérez-Paredes, P. et al. (2019). Mobile Data-driven language learning: affordances and learners’ perception. System, 84,145-159. 

Zhang, D. & Pérez-Paredes, P. (2020). Exploring Chinese EFL teachers’ perceptions of Augmented Reality (AR) in English language learning. In Miller, L. & Wu, G. (eds) Language Learning with Technology: theories, principles and practices. Springer. 

Pérez-Paredes, P. (2019). English Language Teacher Education and Second Language Acquisition. Routledge Handbook of English Language Teacher Education. Steve Walsh and Steve Mann (eds.).

Pérez-Paredes, P. & Sánchez Hernández, P. (2019). Uptake of corpus tools in the Spanish Higher Education context: a mixed-methods study. Research in Corpus Linguistics, 6, 51-66.

Pérez-Paredes, P.  & Bueno,  C. (2019).  A corpus-driven analysis of certainty stance adverbs: obviously, really and actually in spoken native and learner English. Journal of Pragmatics, 140, 22-32.

Pérez-Paredes, P. (2019). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning.

Zhang, D. & Pérez-Paredes, P. (2019) Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning.

Pérez-Paredes, P., Ordoñana, C. & Aguado, P. (2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning 31,5-6,522-545.

Noguera, Y. & Pérez-Paredes, P. (2019). Register analysis and English for Specific Purposes (ESP) pedagogy: noun-phrase modification in a corpus of English for Military Navy submariners. English for Specific Purposes, 53,118-130.

Pérez-Paredes, P. & Díez-Bedmar, B. (2018) Researching learner language through POS Keyword and syntactic complexity analyses. In S. Götz and J. Mukherjee (EDS.) Learner Corpora and Language Teaching. Studies in Corpus Linguistics Series. Amsterdam: John Benjamins, 101-127.

Pérez-Paredes, P. & Zapata-Ros, Miguel (2018). Patrones de Pensamiento Computacional y corpus lingüísticos: el aprendizaje de lenguas con datos lingüísticos. To appear soon.

Conole, G. & Pérez-Paredes, P. (2017). Adult language learning in informal settings and the role of mobile learning. Mobile and ubiquitous learning. An international handbook. New York: Springer, pp.45-58.

Pérez-Paredes, P. , & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. John Benjamins.

Boulton, A., & Pérez-Paredes, P. (2014). ReCALL special issue: Researching uses of corpora for language teaching and learning Editorial Researching uses of corpora for language teaching and learning. ReCALL, 26(2), 121-27.

Pérez-Paredes, P. , & Sánchez-Tornel, M. (2014). Adverb use and language proficiency in young learners’ writing. International Journal of Corpus Linguistics, 19(2), 178-200.

Alcalá, F. D. R., Pérez-Paredes, P., & Agulló, G. L. (2014) . Individual characteristics of primary school children. In TELF in primary education. Granada: Universidad de Granada, 104-140.

Díez-Bedmar, B., & Pérez-Paredes, P. (2012). A cross-sectional analysis of articles in learner writing. In Y. Tono, Y. Kawaguchi, & M. Minegishi (Eds.), Developmental and Crosslinguistic Perspectives in Learner Corpus Research (pp. 139-158). John Benjamins.

Aguado-Jiménez, P., Pérez-Paredes, P. , & Sánchez, P. (2012). Exploring the use of multidimensional analysis of learner language to promote register awareness. System, 40(1), 90-103.

Pérez-Paredes, P. , Sánchez-Tornel, M., & Alcaraz Calero, J. M. (2012). Learners’ search patterns during corpus-based focus-on-form activities. International Journal of Corpus Linguistics , 17, 483-516.

Diez-Bedmar, M. B., & Pérez-Paredes, P. (2012). The Types and Effects of Peer Native Speakersʼ Feedback on CMC. Language Learning & Technology, 16(1), 62-90.

Pérez-Paredes, P. , & Díez-Bedmar, M. B. (2012). Intensifying adverbs in learner writing. In Y. Tono, Y. Kawaguchi, & M. Minegishi (Eds.), Developmental and Crossslinguistic Perspectives in Learner Corpus Research (pp. 105-123). Amsterdam: John Benjamins.

Pérez-Paredes, P. , Sánchez-Tornel, M., Alcaraz Calero, J. M., & Jiménez, P. A. (2011). Tracking learnersʼ actual uses of corpora: guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3), 233-253.

Pérez-Paredes, P., Hernández, P. S., & Jiménez, P. A. (2011). The use of adverbial hedges in EAP students’ oral performance. In Bhatia, V., Hernández, P. S., & Pérez-Paredes, P. (Eds.). Researching specialized languages. Studies in Corpus Linguistics 4 Researching specialized languages, Amsterdam: John Benjamins, 95-114.

Bhatia, V., Hernández, P. S., & Pérez-Paredes, P. (Eds.). (2011). Researching specialized languages. Studies in Corpus Linguistics 47. Amsterdam: John Benjamins.

Pérez-Paredes, P. (2010). Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Acenario. In T. Harris & M. Moreno Jaén (Eds.), Corpus Linguistics in Language Teaching (pp. 53-73). Peter Lang.

Pérez-Paredes, P. (2010). The death of the adverb revisited: attested uses of adverbs in native and non-native comparable corpora of spoken English. In M. Moreno Jaén, F. Serrano Valverde, & M. Calzada Pérez (Eds.), Exploring new paths in language pedagogy. Lexis and corpus-based language teaching. Equinox English linguistics and ELT (pp. 157-172). Equinox.

Pérez-Paredes, P.  & Alcaraz, J.Developing annotation solutions for online Data Driven Learning. ReCALL, 21,1, 2009.

Pérez-Paredes, P.  & Sánchez Tornel, M. (2008). Understanding e-skills in the Foreign Language Teaching context: Skills, strategies and computer expertise. In Rita Marriott & Patricia Torres (Eds.), Handbook of Research on E-Learning Methodologies for Language Acquisition (pp. 1-22). New York: Idea Group.

Software-aided analysis of language. Together with Mike Scott and Purificación Sánchez IJES (International Journal of English Studies), volume 8 (1) 2008.

Pérez-Paredes, P. , Alcaraz, J.M. & Tornero Valero, E. (2009). “A Generic Tool For Annotating TEI-Compliant Corpora”. In Corpus-Based Approaches to English Language Teaching, Mari Carmen Campoy, Begona Belles-Fortuno and Maria Lluisa Gea-Valor (Eds). London: Continuum.

Pérez-Paredes, P. , Alcaraz, J.M. & Tornero Valero, E. (2009). “Extracting data from XML annotated corpora: not so mysterious ways into DATA DRIVEN LEARNING (DDL)”. In Exploring Corpus-Based Research in English Language Teaching, Begoña Bellés-Fortuño, Mari Carmen Campoy and Lluïsa Gea- Valor (Eds.). Castellón: Publicacions de la Universitat Jaume I.

Tornero Valero, E.,Pérez-Paredes, P. . & Alcaraz, J.M. (2009). “Annotating Spanish youngsters spoken language for DDL applications”. In Exploring Corpus-Based Research in English Language Teaching, Begoña Bellés-Fortuño, Mari Carmen Campoy and Lluïsa Gea- Valor (Eds.). Castellón: Publicacions de la Universitat Jaume I. COL·LECCIÓ ESTUDIS FILOLÒGICS, 31.

Pérez-Paredes, P. & P. Aguado Translation-strategies Use: A Classroom-based Examination of Baker’s Taxonomy.  META, 50,1, 2005, 294-311.