LxGR2019: uses of actually in spoken learner corpora

Edge Hill University, 22 June 2019 – LxGR 2019

References

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.

Aijmer, K. 1986. “Why is actually so popular in spoken English?”. In G. Tottie & I. Bäcklund (Eds.), English in Speech and Writing: A Symposium. Uppsala: Studia Anglistica Uppsaliensia, 119–129.

Aijmer, K. 2008. “Modal adverbs in interaction: obviously and definitely in adolescent speech”. In T. Nevalainen, I. Taavitsainen, P. Pahta & M. Korhonen (Eds.), The Dynamics of Linguistic Variation: Corpus evidence on English Past and Present. Amsterdam/Philadelphia: John Benjamins, 61-84.

Alexopoulou, T., Michel, M., Murakami, A. & Meurers, D. 2017. “Task Effects on Linguistic Complexity and Accuracy: A Large‐Scale Learner Corpus Analysis Employing Natural Language Processing Techniques”, Language Learning 67(1), 180-208.

Alonso-Almeida, F. 2012. “Sentential evidential adverbs and authorial stance in a corpus of English computing articles”. Revista Española de Lingüística Aplicada Special issue 1, 15- 32.

Bardovi‐Harlig, K. 2013. Developing L2 pragmatics. Language Learning 63(1), 68-86.

Bartley, L. & Hidalgo-Tenorio, E. 2016. “Well, I think that my argument is …,” or modality in a learner corpus of English”, Revista Española de Lingüística Aplicada 29(1), 1-28.

Biber, D. 2006. “Stance in spoken and written university registers”, Journal of English for Academic Purposes 5(2), 97-116

Biber, D. & Finegan, E. 1988. “Adverbial stance types in English”, Discourse Processes 11(1), 1-34.

Biber, D. & Finegan, E. 1989. “Styles of stance in English: Lexical and grammatical marking of evidentiality and affect”, Text-interdisciplinary Journal for the Study of Discourse 9(1), 93-124.

Biber, D. & Staples, S. 2014. “Exploring the prosody of stance: Variation in the realization of stance adverbials”. In T. Raso & H. Mello (Eds.), Spoken Corpora and Linguistic Studies. Amsterdam: John Benjamins, 271-294.

Biber, D., Johansson, S., Leech, G., Conrad, S., Finegan, E. & Quirk, R. 1999. Longman Grammar of Spoken and Written English. Harlow: Longman.

Brand, C. & Kämmerer, S. 2006. “The Louvain international database of spoken English interlanguage (LINDSEI): Compiling the German component”. In S. Braun, K. Kohn & J. Mukherjee (Eds.), Corpus Technology and Language Pedagogy. Frankfurt: Peter Lang, 127-140.

Buysse, L. 2011. “The business of pragmatics. The case of discourse markers in the speech of students of Business English and English Linguistics”, ITL: International Journal of Applied Linguistics 161, 10-30.

Çakır, H. 2016. “Native and Non-Native Writers’ Use of Stance Adverbs in English Research Article Abstracts”, Open Journal of Modern Linguistics 6, 85-96.

Cheng, W., & Warren, M. 2000. “The Hong Kong Corpus of Spoken English: Language learning through language description”. In L. Burnard & T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective (pp. 133-144). Frankfurt am Main: Peter Lang

Council of Europe. 2001. The Common European Framework of Reference for Languages: Language, Teaching, Assessment. Cambridge: Cambridge University Press.

Gablasova et al., This issue. The Trinity Lancaster Corpus: Development, Description and Application.

Gablasova, D., Brezina, V., McEnery, T. & Boyd, E. 2017. “Epistemic stance in spoken L2 English: The effect of task and speaker style”, Applied Linguistics 38(5), 613–37.

Gilquin, G., De Cock, S., & Granger, S. 2010. The Louvain International Database of Spoken English Interlanguage. Handbook and CD-ROM. Louvain-La-Neuve: Presses universitaires de Louvain.

Gries, S. 2015. Statistics for learner corpus research. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge Handbook of Learner Corpus Research (Cambridge Handbooks in Language and Linguistics, pp. 159-182). Cambridge: Cambridge University Press.

Hawkins, J. A. & Filipović, L. 2012. Criterial Features in L2 English. Cambridge: Cambridge University Press.

Hunston, S. 1994. “Evaluation and Organisation in a Sample of Written Academic Discourse”. In M. Coulthard (Ed.), Advances in Written Text Analysis. London: Routledge, 191–218.

Hyland, K. 2002. “Activity and evaluation: Reporting practices in academic writing”. In J. Flowerdew (Ed.), Academic Discourse. New York: Longman, 115–130.

Hyland, K. & Milton, J. 1997. “Qualification and certainty in L1 and L2 students’ writing”, Journal of Second Language Writing 16(2), 183-205.

Kilgarriff, A., Baisa, V., Bušta, J., Jakubíček, M., Kovář, V., Michelfeit, J., Rychly, P. & Suchomel, V. (2014). The Sketch Engine: ten years on. Lexicography, 1(1), 7-36.

Liu, R. & Ren, P. 2012. “A Corpus-Based Comparative Study of the Expressions of Attitudinal Stance Adverbs between Chinese and English Students’ Written English”, Journal of Educational Institute of Jilin Province 12, 126-127.

Myers, G. 2010. “Stance-taking and public discussion in blogs”, Critical Discourse Studies 7(4), 263-275.

Mukherjee, J. 2009. “The grammar of conversation in advanced spoken learner English: learner corpus data and language-pedagogical implications”. In K. Aijmer (Ed.), Corpora and Language Teaching. Amsterdam/Philadelphia: John Benjamins Publishing, 203–230.

O’Keeffe, A., & Mark, G. 2017. “The English Grammar Profile of learner competence. Methodology and key findings”. International Journal of Corpus Linguistics, 22(4), 457-489.

Peacock, M. 2015. “Stance adverbials in research writing”, Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE) 29, 35-62.

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. London: Equinox, 157-172.

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, Hernández P. & Aguado-Jiménez P. 2011. “The use of adverbial hedges in EAP students’ oral performance”. In V. Bhatia, P. Sánchez Hernández& P. Pérez-Paredes (Eds.), Researching specialized languages. Amsterdam: John Benjamins Publishing, 95-114.

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.

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. Amsterdam/Philadelphia: John Benjamins Publishing, 141-162.

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. & Mark, G. Forthcoming. “Adverbs in spoken English. A corpus-based analysis of learner and native-speaker language and its pedagogic implications”

Philip, G. 2008. “Adverb use in EFL student writing: from learner dictionary to text production”. In Proceedings of EURALEX XIII International Congress. URL: http://amsacta.unibo.it/2436/1/EURALEX2008.pdf Accessed 12/09/2017

Romero-Trillo, J. 2002. “The pragmatic fossilization of discourse markers in non-native speakers of English”, Journal of Pragmatics 34(6), 769-784

Schleppegrell, M. J. 2004. The language of schooling: A functional linguistics perspective. London/New York: Routledge.

Waters, C. 2008. “Actually, it’s more than pragmatics, it’s really grammaticalization”, Toronto working Papers in Linguistics. Toronto: Department of Linguistics, University of Toronto. URL: http://twpl.library.utoronto.ca/index.php/twpl/article/view/6537 Accessed 10/09/2017

Werner, V. 2017. “Adversative Pragmatic Markers in Learner Language: A Cross-Sectional Perspective”. Corpus Pragmatics, 1(2), 135-158.

Zhang, G. Q. & Sabet, P. G. 2014. “Elastic ‘I think’: stretching over L1 and L2”, Applied Linguistics 37 (3), 334-353.