‘Learner corpus based approaches to second language acquisition’ workshop

The Utrecht Institute of Linguistics OTS will be hosting a two-day workshop on ‘Learner corpus based approaches to second language acquisition’ on 31 March – 1 April, 2017.

As recently put by Myles (2015), “second language researchers have been rather slow in taking advantage of learner corpora and their associated computerised methodologies (…), and LCR (Learner Corpus Research) is not always fully informed by SLA research, making collaboration between the two fields sometimes more of a wish rather than a reality”. The main objective of the workshop is to bring together SLA and LCR specialists to examine the usefulness of learner corpus data for second language research and to assess the relevance of SLA theory for learner corpus design and analysis.

We are pleased to announce that the following speakers have already accepted our invitation to give a talk at the conference:

–          Dora Alexopoulou (University of Cambridge)

–          Sylviane Granger (Université catholique de Louvain)

–          Tania Ionin (University of Illinois)

–          Fanny Meunier (Université catholique de Louvain)

–          Florence Myles (University of Essex)

–          Jeanine Treffers-Däller (University of Reading)

–          Nina Vyatkina (The University of Kansas)

–          Stefanie Wulff (University of Florida) & Stefan Th. Gries (University of California, Santa Barbara)

The event will mainly be structured around invited presentations but we have a limited number of slots for additional presentations. We therefore welcome contributions which focus on one or more of the following research directions:

–          address SLA research questions with the help of learner corpus data and corpus linguistic techniques

–          test key constructs in SLA theory on the basis of learner corpus data

–          carry out a learner corpus study and compare results with findings from previous SLA studies that relied on more experimental techniques

–          adopt a mixed method approach that involves learner corpus data as one of the data type used

–          revisit previous LCR studies in the light of SLA theory

We particularly like the idea that the workshop’s organization could serve as a springboard for more active collaboration between SLA and LCR specialists. We therefore strongly encourage collaborative proposals.

Abstracts (max. 500 words + references) should specify how the paper will contribute to the theme of the workshop. It should also provide a clear outline of the aim of the paper including clearly articulated research question(s), some details about research approach and methods and (preliminary) results. Abstracts should be sent by e-mail to both magali.paquot@uclouvain.be and B.S.W.LeBruyn@uu.nl , before 11 April 2016.

Further info about the workshop will be posted on the event’s website later in 2016: https://sites.google.com/site/learnercorporameetsla/

Papers presented at the workshop will be published in an edited volume provisionally titled “Learner Corpora in Second Language Acquisition”. We are currently in contact with an international publisher for this matter and will keep you informed.



University Utrecht, The Netherlands


Abstract: 11 April 2016

Notification: 3 June 2016

Workshop: 31 March – 1 April 2017

Submission of articles: 30 August 2017


Best regards,

Dr. Bert Le Bruyn (Universiteit Utrecht)

Dr. Magali Paquot (Centre for English Corpus Linguistics, Université catholique de Louvain)

Convenors of the workshop

Learner Language, Corpus Linguistics and Mobile Learning

Learner Language, Corpus Linguistics and Mobile Learning

at Justus Liebig University Giessen, Germany, 20 July 2016

Pre-conference workshop of the 12th Teaching and Language Corpora Conference

organised by the

Transforming European Learner Language into Learning Opportunities (TELL-OP) team


Call for Papers

TELL-OP is a Strategic Partnership that seeks to promote the take-up of innovative practices in European language learning (Data Driven Learning, DDL) by supporting personalised learning approaches that rely on the use of information and communication technology and open educational resources by bringing together the knowledge and expertise of European stakeholders in the fields of language education, corpus and applied linguistics, e-learning and knowledge engineering in order to promote cooperation and contribute to unleash the potential behind already available web 2.0 services to promote the personalised e-learning of languages in the contexts of higher and adult education, in particular, through mobile devices.

This pre-conference workshop will take place all day on Wednesday, 20 July 2016. It will start with an introduction to TELL-OP aims and outcomes including a beta version of the TELL-OP language learning application developed by the workshop organisers and end with a round table. As part of the workshop, we would like to invite stakeholders in the field to submit abstracts for paper presentations. We would like to invite educators, teachers, linguists, software developers, and second/foreign language researchers working at the interface of learner language, corpus linguistics and mobile learning.

Paper presentations will consist of a 20-minute talk followed by 10 minutes for questions and discussion. Papers reporting on empirical research should represent either completed work, or work in progress where some results can be reported. Abstracts on all topics related to the connection between learner language, corpus linguistics and mobile learning are welcome, especially those focusing on one of the following topics:

• (personalized) mobile learning

• DDL and mobile learning

• (learner) corpus research and their benefit for mobile learning

• teaching with mobile learning applications

• teaching and/or assessment with mobile learning devices

• automatic feedback in mobile learning devices

• corpus linguistics applications in mobile environments


We are welcoming paper presentations on any of these topics listed above. However, we are especially encouraging presentations that combine any of these topics. We request abstracts of 500 words (not counting the reference list) for paper presentations. Abstracts can be submitted to:



The deadline for abstract submission is 31 March 2016.


Notifications of acceptance will be sent out by 30 April 2016, along with further information on the workshop.


We hope to see you in Giessen in July 2016!

The organising committee consists of:

Pascual Pérez-Paredes, Dogan Bulut, Baki Dursun, Ibrahim Ercan, Sandra Götz, Stefanie Hehner, Fanny Meunier, Carlos Ordoñana, Karin Puga, Julie Van de Vyver, Pilar Aguado, Gregorio Martínez and Purificación Sánchez.


E-mail: tellop@um.es

Tense and Aspect in Learner Language: Issues and Advances in the Use of Language Corpora

Tense and Aspect in Learner Language:

Issues and Advances in the Use of Language Corpora

Conveners: Valentin Werner (University of Bamberg) and Robert Fuchs (University of Münster)


Traditional approaches to the study of the morphosyntax of learner language were often based on experimental or elicited data (e.g., acceptability judgements, cloze tests, etc.), where evidence is collected in restricted contexts in order to answer a specific research question. With more and more learner corpora for various target languages becoming available to the research community (see, e.g., the extensive list on www.uclouvain.be/en-cecl-lcworld.html), the field of learner corpus research offers new perspectives on learner language, and also presents new challenges.

Learner corpora present many advantages to both individual researchers and the community: (i) they are usually large (typically, hundreds of thousands or millions of words), making it easier to achieve empirical validity; (ii) they are often publicly available, making it easier to check whether previous results can be reproduced and substantiated; and (iii) annotations of linguistic features can be produced collaboratively and shared along with the original data. All these advantages contribute to making the research efforts of the community more data-driven, and thus more reliable and representative of authentic learner language.

More specifically, the expression of temporal relations (in terms of tense and aspect) is central in all processes of communication (Housen 2002), but commonly perceived and described as a hurdle for non-native speakers (see, e.g., van der Wurff 1999; Davydova 2011). Therefore, the topic of tense and aspect has already received considerable attention in the literature (see, e.g., contributions in Dietrich, Klein & Noyau and Salaberry & Shirai 2002), but features less prominently in recent corpus-based studies of learner language (but see, e.g., Römer 2005 or Rogatcheva 2014 for exceptions). With this workshop, we intend to close this gap und to show which additional insights into the area of tense and aspect in learner language can be gained using corpus data, addressing the following aspects, amongst others:

  • In which ways do corpus-based studies complement work based on other (e.g., experimental) methods?
  • How can a corpus-based approach inform theories of the acquisition of tense and aspect (such as the “aspect hypothesis” or the “past tense hypothesis”; see Fuchs, Götz & Werner forthcoming) specifically, and of language acquisition in general?
  • How pervasive are effects of mode/register within learner corpus data?
  • Which methodological challenges (e.g. as to the categorization of variants) come to the fore when using corpus data instead of elicited data?
  • How can the often-debated notion of “target(-like)” be operationalized for corpus material, where a certain amount of variation may be inherent in both the learner and target language data?
  • Which implications do the findings from the learner corpora have for the teaching and learning of the target language?

We invite contributions for oral presentations of 20 minutes plus 10 minutes discussion that address these issues and use material from language corpora (potentially in combination or contrast with other types of data) to shed light on the acquisition of tense and aspect in learner language.

Please send abstracts of 300-500 words (exclusive of references) to valentin.werner@uni-bamberg.de and robert.fuchs@uni-muenster.de until March 31, 2016. Notification of acceptance will be sent out by the end of April 2016.



Davydova, Julia. 2011. The present perfect in non-native Englishes: A corpus-based study of variation. Berlin: Mouton de Gruyter.

Dietrich, Rainer, Wolfgang Klein & Colette Noyau (eds.). 1995. The acquisition of temporality in a second language. Amsterdam: Benjamins.

Fuchs, Robert, Sandra Götz & Valentin Werner. Forthcoming. The present perfect in learner Englishes: A corpus-based case study on L1 German intermediate and advanced speech and writing. In Valentin Werner, Elena Seoane & Cristina Suárez-Gómez (eds.), Re-assessing the present perfect. Berlin: Mouton de Gruyter.

Housen, Alex. 2002. A corpus-based study of the L2-acquisiton of the English verb system. In Sylviane Granger, Joseph Hung & Stephanie Petch-Tyson (eds.), Computer learner corpora, second language acquisition, and foreign language teaching, 77–116. Amsterdam: Benjamins.

Rogatcheva, Svetlomira. 2014. Aspect in learner writing: A corpus-based comparison of advanced Bulgarian and German learners’ written English. Giessen: University of Giessen dissertation.

Römer, Ute. 2005. Progressives, patterns, pedagogy: A corpus-driven approach to English progressive forms, functions, contexts and didactics. Amsterdam: Benjamins.

Salaberry, Rafael & Yasuhiro Shirai (eds.). 2002 The L2 acquisition of tense-aspect morphology. Amsterdam: Benjamins.

van der Wurff, Wim. 1999. Some observations on the present perfect puzzle in pedagogical grammars of English. In Guy A. J. Tops, Betty Devriendt & Steven Geukens (eds.), Thinking English grammar, 471–484. Leuven: Peeters.



AACL 2016 American Association for Corpus Linguistics 2016 Conference jointly with 14th Annual Technology for Second Language Learning (TSLL) Conference Iowa State University

The American Association for Corpus Linguistics (AACL) calls for proposals for paper presentations at their next conference, which is being held jointly with the 14th Annual Technology for Second Language Learning (TSLL) Conference, on September 16-18, 2016, at Iowa State University in Ames, Iowa.

Submission of Abstracts
Faculty, graduate students, and independent scholars are invited to submit abstracts for 25-minute (20 minute presentation + 5 minutes for questions) on any aspect of corpus linguistics. Abstracts will undergo anonymous review.

Papers are welcome from a range of subfields in three categories:
1. Tools and methods (corpus creation, corpus annotation, tagging and parsing, visualization of large data sets, open source corpora (philosophy and practice), software development);
2. Linguistic analyses of corpora as they relate to language use (register/genre as well as lexical and grammatical variation, language varieties, parallel corpora, historical change, lexicography);
3. Application (the use of corpora in language teaching and learning).

Abstract Details:
Cover page: Author(s) name(s); Affiliation; Contact information; Paper title; Category (see above)
Abstract page: Paper title; Abstract (max. 250-300 words)
Format: MS Word or PDF (the latter is necessary if the abstract contains specialized fonts)
Submit abstracts to aacl2016@iastate.edu by March 15, 2016. In the subject line of your email, please indicate the category your paper would most likely fit in (see categories above).

Conference Website

Important Dates:
March 15, 2016 Deadline for submission of abstracts
April 15, 2016 Notification of decisions on abstracts
May 1, 2016 Early registration opens
July 1, 2016 Preliminary schedule posted
Aug 10, 2016 Early registration ends
Sept 10, 2016 Regular registration
Sept 16-18, 2016 Conference (Registration on site)

General AACL Information
Previous conferences of the American Association for (Applied) Corpus Linguistics have been held at different universities in North America starting in 1999: Northern Arizona University (2014, 2006, 2000), San Diego State University (2013), Georgia State University (2011), University of Alberta, Canada (2009), Brigham Young University (2008), University of Michigan (1999, 2005), Montclair State (2004), IUPUI (2002), and University of Massachusetts-Boston (2001).

English Profile Seminar 2016

The tenth English Profile Seminar will take place on Friday 5 February 2016. We’ll be exploring how learner corpora can be used to understand level and progression.

The seminar will be held in the Cass Centre at Cambridge University Press, and will run from approximately 9.00 – 16.30.

We are delighted to announce a range of talks from academics based at Cambridge and beyond, including Sylviane Granger, Philip Durrant, Susan Hunston, Vaclav Brezina and others.


Accuracy across Proficiency Levels: A Learner Corpus Approach


Accuracy across Proficiency Levels
A Learner Corpus Approach

Presses universitaires de Louvain • Corpora and Language in Use

This volume is a corpus study of the construct of accuracy by learners of English as a Foreign Language based on the International Corpus of Learner English. Accuracy is analysed from a developmental point of view at four consecutive levels of language proficiency (B1, B2, C1, C2), thereby providing insights into areas of progress, stabilisation and regression. Written within a computer-aided error analysis research framework, this volume offers valuable information about the development of more than forty error types in a wide variety of domains such as grammar, lexis, lexico-grammar, spelling and punctuation. It provides important methodological considerations for developmental learner corpus research, presents abundantly illustrated analyses of authentic learner errors as well as suggestions for improving the descriptors of the Common European Framework of Reference for Languages.

Special 20% discount until January 20 : 28.50 €