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DDL is dead? Long live DDL! Expanding the boundaries of data-driven learning.
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In: Discovering language: Learning and affordance ; https://hal.archives-ouvertes.fr/hal-03506624 ; Discovering language: Learning and affordance, In press (2022)
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Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
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Afterword: new directions in L2 reference research
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Abstract:
As outlined in the Foreword and Introduction to this volume, reference has proven to be a rich vein for SLA inquiry, attracting the interest of researchers from a broad range of theoretical perspectives and research agendas including those exploring cross-linguistic influence, developmental pragmatics, interlanguage, error analysis, constraints on transfer, influence of universal grammar, developmental trajectories in NP marking, and cognitive accounts of acquisition, production, and processing. This volume has contributed to this inquiry by exploring aspects of L2 reference through the use of new methodological advances, through expanding the range of L1/L2 pairs for investigation, and by working with a broad range of data sources.
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URL: https://espace.library.uq.edu.au/view/UQ:8f67e17
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Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features
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Referential movement in L2 vs. heritage Korean: a learner corpus study
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Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing
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Validating an L2 academic group oral assessment: insights from a spoken learner corpus
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Definite article bridging relations in L2: A learner corpus study
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Disciplinary differences in the use of evaluative that: expression of stance via that-clauses in business and medicine
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Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning
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Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice
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Learning the language of dentistry: disciplinary corpora in the teaching of English for Specific Academic Purposes
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APPRAISAL resources in L1 and L2 argumentative essays: A contrastive learner corpus-informed study of evaluative stance
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Definite discourse-new reference in L1 and L2: the case of L2 Mandarin
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Exploring stance in the manifestos of 3 candidates for the Hong Kong Chief Executive election 2017: Combining CDA and corpus-like insights
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Review of Schubert, Christoph & Christina Sanchez-Stockhammer, eds. (2016) Variational text linguistics: revisiting register in English
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