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#corpuslinguistics

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Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>Anyone here who would be interested in giving a 1/2 day workshop on using R to process and query corpora in November 2025? Or can you recommend someone who would be really good for this? I'm envisaging an introduction to quanteda and other such useful <a href="https://fediscience.org/tags/Rstats" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Rstats</span></a> packages. The person should be based in Germany or close by (Netherlands, Belgium and Luxembourg would be doable, too). <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a></p>
Margo Van Poucke<p>First presenter at the LxGr 2025 Symposium today <br>(9:30am BST, 6:30pm AEST for me). <br>In case you'd be interested in the topics, the PPT slides will be made available soon. <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> <a href="https://fediscience.org/tags/linguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>linguistics</span></a> Programme: sites.edgehill.ac.uk/lxgr/</p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>The final talk that I can attend <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> (because afterwards I need to run to catch my train) is "Evaluating a non-categorical approach to text types in school and university writing" presented by Phil Durrant. According to Phil, "we categorise at our peril" and the current situation "is a mess". To illustrate the extent of the problem, Phil compiled a list of 202 distinct categories from just 19 studies on university writing! 😲</p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>After a delicious lunch break, we're back with some serious quantitative <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> work by Tony Berber Sardinha &amp; Marilisa Shimazumi who are presenting "A multi-dimensional analysis and text typology of learner writing based on the International Corpus of Learner English". <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> <a href="https://fediscience.org/tags/EFL" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EFL</span></a> <a href="https://fediscience.org/tags/ESL" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ESL</span></a></p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>Sylvie De Cock and A.J. Holmberg are presenting on-going work compiling "The STAR corpus: Student speech and writing across registers" on behalf of larger team of colleagues from UCLouvain and NAU. This exciting new resource should allow for examinations of inter- and intra-learner variability in L2 speech and writing across different registers and tasks. The plan is to make the corpus available in <a href="https://fediscience.org/tags/OpenAccess" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>OpenAccess</span></a>. The creators are open to collaborations to expand the corpus to more L1s and even L2s so get in touch if you're interested!</p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span> <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>Tobias Pauls is up next <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> presenting a study on "Register variation in German upper secondary school written examinations". Tobias explained how he combined various multivariable analysis methods to study how task and register effects can be observed in these <a href="https://fediscience.org/tags/EFL" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EFL</span></a> learner texts.</p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span> <a href="https://fediscience.org/tags/EFL" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EFL</span></a> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>In her <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> talk entitled "AI meets academic writing: ChatGPT's impact on L2 linguistic profiles", Jennifer Thewissen is sharing the results of an early study on English L2 learners' use of <a href="https://fediscience.org/tags/ChatGPT" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>ChatGPT</span></a> in an Academic English class. The number of errors in the students' texts was only marginally lower in the texts written/revised using ChatGPT. Those texts had a much higher lexical diversity – although this was frequently the result of what Jennifer referred to as vague "word salad". This study will soon be published in the Journal of Second Language Writing. </p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span> <a href="https://fediscience.org/tags/GenAI" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>GenAI</span></a> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> <a href="https://fediscience.org/tags/SLA" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>SLA</span></a> <a href="https://fediscience.org/tags/EFL" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EFL</span></a></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>Linsey Yang is up next <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> with a WiP report from her <a href="https://fediscience.org/tags/PhD" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>PhD</span></a> project "Stance markers in spoken L2 English: Investigating interactions between L1 background and task type". Her corpus research has revealed some lovely unconventional L2 use of modals such as "It maybe must rain now" and "It must can rain tomorrow". <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> <span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>Our final WiP report of the day <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> is on "Mediating registers and varieties - Creating a multilingual learner corpus based on multilingual tasks for multicompetent young language users". Maximilian Oberhollenzer and Maria Stopfner explained the design of the three mediation tasks that have been used to collect the data for the COMPLeTT corpus among plurilingual pupils in Tyrol. Great stuff! </p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> <a href="https://fediscience.org/tags/Multilingualism" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>Multilingualism</span></a></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>More Romance <a href="https://fediscience.org/tags/linguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>linguistics</span></a> at <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> with Laura Alaminos-Garrido &amp; Cristóbal Lozano on "Task variation and anaphora resolution in written L2 Spanish"! This study is based on the excellent and <a href="https://fediscience.org/tags/OpenAccess" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>OpenAccess</span></a> learner corpus of Spanish L2 CEDEL2. Check out the web interface: <a href="http://cedel2.learnercorpora.com/" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">http://</span><span class="">cedel2.learnercorpora.com/</span><span class="invisible"></span></a>. That was a highly informative presentation and an interesting discussion on the use of complex statistical models in <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a>. </p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span> <a href="https://fediscience.org/tags/SLA" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>SLA</span></a> <span class="h-card" translate="no"><a href="https://mastodon.social/@romanistikde" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>romanistikde</span></a></span></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>Doug Biber is back at the lectern <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> together with Taehyeong (Terry) Kim to present: "Exploring the intersection of phraseological complexity and grammatical complexity: Do lexical phrases develop into grammatical<br>structures as learners begin to produce specialized written registers?". </p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>Next up <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> María Belén Díez-Bedmar is speaking on "Exploring task type effects on L2 accuracy profiles: Narrative vs. email writing by B1 Spanish EFL learners". This study is based on the FineDesc Learner Corpus, which is a manually error-tagged controlled corpus of 200 texts written by 100 Spanish EFL learners that allows for many interesting comparisons: <a href="https://web.ujaen.es/investiga/finedesc/index.php" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="ellipsis">web.ujaen.es/investiga/finedes</span><span class="invisible">c/index.php</span></a>.</p><p><span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> <a href="https://fediscience.org/tags/SLA" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>SLA</span></a> <a href="https://fediscience.org/tags/EFL" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>EFL</span></a></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>Gaëtanelle Gilquin has officially opened the "Register and task variation in Learner Corpus Research" <a href="https://fediscience.org/tags/VAR4LCR" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>VAR4LCR</span></a> conference <span class="h-card" translate="no"><a href="https://bird.makeup/users/uclouvain_be" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>uclouvain_be</span></a></span>. We're in for a treat:</p><p>- 3 keynotes<br>- 15 full papers<br>- 13 WiP<br>- 4 posters</p><p><a href="https://www.uclouvain.be/en/research-institutes/ilc/cecl/register-and-task-variation-in-learner-corpus-research" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">uclouvain.be/en/research-insti</span><span class="invisible">tutes/ilc/cecl/register-and-task-variation-in-learner-corpus-research</span></a></p><p><a href="https://fediscience.org/tags/linguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>linguistics</span></a> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> <span class="h-card" translate="no"><a href="https://a.gup.pe/u/corpuslinguistics" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>corpuslinguistics</span></a></span></p>
Elen Le Foll 🇫🇷 🇬🇧 🇩🇪<p>I'm on the train to Brussels and, although it's a Sunday afternoon, it appears that almost everyone in the carriage is working on presentation slides. And, to be fair, that's also what I'm doing... 🙈 Looking forward to an evening with my former landlady in Louvain-la-Neuve and to hearing everyone's talks at the VAR4LCR symposium <span class="h-card" translate="no"><a href="https://bird.makeup/users/uclouvain_be" class="u-url mention" rel="nofollow noopener" target="_blank">@<span>uclouvain_be</span></a></span> on Monday and Tuesday! <a href="https://www.uclouvain.be/en/research-institutes/ilc/cecl/register-and-task-variation-in-learner-corpus-research" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">uclouvain.be/en/research-insti</span><span class="invisible">tutes/ilc/cecl/register-and-task-variation-in-learner-corpus-research</span></a> <a href="https://fediscience.org/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a></p>
Javier Fernández<p>At the opening ceremony of <a href="https://lingo.lol/tags/CL2025" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CL2025</span></a> at Aston University. A whole bunch of <a href="https://lingo.lol/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> professionals here—if anyone can parse a good time, it should be this crowd!</p>
Tanja Säily<p>Github repo for enriched COHA fiction metadata: <a href="https://github.com/suomela/coha-gpt-enriched-metadata" rel="nofollow noopener" target="_blank">github.com/suomela/coha...</a> Presentation slides: <a href="https://tinyurl.com/cohagpt" rel="nofollow noopener" target="_blank">tinyurl.com/cohagpt</a> <a class="hashtag" rel="nofollow noopener" href="https://bsky.app/search?q=%23ICAME46" target="_blank">#ICAME46</a> <a class="hashtag" rel="nofollow noopener" href="https://bsky.app/search?q=%23corpuslinguistics" target="_blank">#corpuslinguistics</a> <a class="hashtag" rel="nofollow noopener" href="https://bsky.app/search?q=%23corpusresources" target="_blank">#corpusresources</a><span class="quote-inline"><br><br>RE: <a href="https://bsky.app/profile/did:plc:pkfbbsaiymu63zrfhi42r3lj/post/3lrzwzvfhac2z" rel="nofollow noopener" target="_blank">https://bsky.app/profile/did:plc:pkfbbsaiymu63zrfhi42r3lj/post/3lrzwzvfhac2z</a></span><br><br><a href="https://tinyurl.com/cohagpt" rel="nofollow noopener" target="_blank">icame46_saily_et_al_2025</a></p>
Martin Schäfer<p>There is nothing like a fitting corpus example to light up one's day, so here we go: "After hearing all of that, I'm tireder than I thought I was."<br>Simultaneously one of nine sentences containing "tireder" in the Corpus of Contemporary American English aka COCA and a good description of my state of mind :)<br>(And yes, of course "more tired" is overall just a bit more frequent, with 301 occurrences)<br><a href="https://digitalcourage.social/tags/corpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>corpusLinguistics</span></a> <a href="https://digitalcourage.social/tags/English" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>English</span></a> <a href="https://digitalcourage.social/tags/inflectionalMorphology" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>inflectionalMorphology</span></a></p>
Nathan Dykes<p>🆕 CADSbib annotated bibliography</p><p>👩‍💻 Do you work with corpora &amp; discourse?</p><p>📚 500+ references annotated with corpora, language, tools, methods &amp; more.</p><p>🔗 <a href="https://nfdykes.github.io/blog/2025/cads-survey/" rel="nofollow noopener" translate="no" target="_blank"><span class="invisible">https://</span><span class="ellipsis">nfdykes.github.io/blog/2025/ca</span><span class="invisible">ds-survey/</span></a></p><p><a href="https://lingo.lol/tags/CADS" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CADS</span></a> <a href="https://lingo.lol/tags/DiscourseAnalysis" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>DiscourseAnalysis</span></a> <a href="https://lingo.lol/tags/CorpusLinguistics" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>CorpusLinguistics</span></a> <a href="https://lingo.lol/tags/DH" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>DH</span></a> <a href="https://lingo.lol/tags/DigitalHumanities" class="mention hashtag" rel="nofollow noopener" target="_blank">#<span>DigitalHumanities</span></a></p>
Margo Van Poucke

New paper: 'Appraising feedback stance in higher education: A corpus-assisted discourse study of student and academic perceptions, perspectives and preferences'
Includes corpora, Python script and interactive graphs 🙂
#CorpusLinguistics #Linguistics #education
See: link.springer.com/article/10.1

SpringerLinkAppraising Feedback Stance in Higher Education: A Corpus-Assisted Discourse Study of Student and Academic Perceptions, Perspectives and Preferences - Corpus PragmaticsFeedback is a complex dialogic, sociomaterial practice that is shaped by digital affordances, institutional norms and various contextual factors. Even though it is widely recognised as crucial to academic development, student perspectives on the practice of feedback remain underexplored. This study examines appraisal strategies in social media discourse and academic writing by analysing the use of attitude, engagement and graduation markers in over 5,000 posts and comments on r/college and 100 research articles on feedback. Using a mixed-methods approach that combines advanced statistical modelling and qualitative appraisal analysis, the study identifies prominent register-specific patterns. Students’ reflections and comments are predominantly attitude-driven due to the prolific use of attitude markers and upscaling to engage in joint emotion regulation when processing past feedback experiences. This appraisal strategy encourages affiliative alignment and reflects the interactive and affective nature of online discussions. In contrast, academic writing is characterised by engagement-driven variation, with scholars employing contractive and expansive appraisal resources to negotiate disciplinary interpretations. Educational researchers favour entertain, appreciation and focus markers to evaluate conceptualisations and processes of feedback. The findings confirm the emotional impact of critique and reveal students’ preference for clear, empathetic, actionable feedback, while frustration arises from vagueness, unfairness or excessive criticism. Academics view feedback as a structured, discursive process that should be constructive, evidence-based and compliant with disciplinary norms, recommending transparency, justification and cultural responsiveness. Recognising the students’ standpoint and suggestions can inform the co-design of more effective feedback practices that combine emotional responsiveness and goal-oriented guidance for self-development.
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