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April 16, 2014

Reglamento de Doctorado de la Universidad de Murcia

Resolución del Rector de la Universidad de Murcia R-296/2014 por la que se ordena la publicación en el Boletín Oficial de la Región de Murcia del Reglamento de Doctorado.


April 15, 2014

Full text: Researching uses of corpora for language teaching and learning ReCALL, 26, 2, 121-127.

ReCALL special issue: Researching uses of corpora for language teaching and learning

Editorial: Researching uses of corpora for language teaching and learning

University of Lorraine and CNRS, France

Universidad de Murcia, Spain

Boulton, A. Pérez-Paredes, P. 2014. Editorial: Researching uses of corpora for language teaching and learning. ReCALL, 26, 2, 121-127.

April 09, 2014

A review of Fluency in Native and Nonnative English Speech

Pérez-Paredes, P. (2014). A review of Fluency in Native and Nonnative English Speech. Studies in Corpus Linguistics, 53. Amsterdam: John Benjamins, 2013. 238 pp. ISBN 978-9-027-203588. ICAME Journal.

Read the review. 

Escribir ciencia en inglés: curso práctico sobre redacción científica
Universidad Internacional del Mar, Universidad de Murcia
Curso de verano

Fechas: 16-18 de julio 2013

25 horas, 2,5 ECTS

Programa y detalles


April 03, 2014

Learners’ search patterns during corpus-based focus-on-form activities

This research explores the search behaviour of EFL learners (n=24) by tracking their interaction with corpus-based materials during focus-on-form activities (Observe, Search the corpus, Rewriting). One set of learners made no use of web services other than the BNC during the central Search the corpus activity while the other set resorted to other web services and/or consultation guidelines. The performance of the second group was higher, the learners' formulation of corpus queries on the BNC was unsophisticated and the students tended to use the BNC search interface to a great extent in the same way as they used Google or similar services. Our findings suggest that careful consideration should be given to the cognitive aspects concerning the initiation of corpus searches, the role of computer search interfaces, as well as the implementation of corpus-based language learning. Our study offers a taxonomy of learner searches that may be of interest in future research.

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 Linguistics17(4), 483-516

Full text here.

March 30, 2014

Enhancing and extending corpora and corpora tools for learning and teaching

Valoriser et développer les outils autour des corpus dans une perspective didactique / Enhancing and extending corpora and corpora tools for learning and teaching

Mardi/Tuesday, mai/May 27th

Salle/Room 205 Site Rabelais, UJF Valence, France


9h30 – Speed-dating : Présentations/Presentations

10h – Présentation et discussion autour du livre/presentation and discussion about the book « Des documents authentiques aux corpus. Démarches pour l’apprentissage des langues ». Boulton et Tyne (2014). Discussion autour de l’abondance de matières exploitables dans les corpus et la sous-exploitation dans l’enseignement des langues/Including the abondance of exploitable corpora materials and the general lack of their use in language teaching.

Conférencier: Alex Boulton

11h – Présentation de la Plate-forme Chamilo : comment l’utiliser pour les corpus ? Suivi d’une discussion en français/anglais.

Jérémie Grépiloux et Hubert Borderiou (SIMSU)

13h30 – Pedagogical uses of corpora: theories and practices / Utilisations pédagogiques  des corpus : théories et pratiques, 20-minute presentation followed by a group discussion

Conférencier: Pascual Pérez-Paredes

14h30 – Speed-dating : Consultation en ligne des corpus/Consulting on-line corpora: Montrer et voir des corpus en salle informatique

16h – Bilan de la journée et projets/Summary of the day and projects

Cristelle Cavalla and Laura Hartwell

Inscriptions (Gratuit et obligatoire)/Mandatoary free registration :

Logistics: Sylvain Perraud, (Compte rendu/minutes)




Chamilo :

Scientext : http ://

EmoBase/EmoProf :

March 11, 2014

Full-text data for the two largest BYU corpora

I have received this through the CORPORA List:

At you can now download full-text data for the two largest BYU corpora:

Corpus of Contemporary American English (COCA). 440 million words of downloadable text; the largest, most up-to-date, publicly-available corpus of English that is balanced for genre (spoken, fiction, magazine, newspaper, and academic).

The corpus of Global Web-Based English (GloWbE). 1.8 billion words of downloadable text; divided into groups from twenty different English-speaking countries (US, UK, Canada, Australia, India, etc). About 60% from blogs, for very informal language.

With this full-text data, you will have the actual corpora on your computer, and you can search the data in any way that you'd like. You can generate your own frequency data, collocates, n-grams, or concordance lines; you can search by word, lemma, and part of speech; and you can carry out complex syntactic and semantic searches offline. You can even modify the lexicon and sources tables to search the corpora in ways that are not possible via the standard web interfaces.

The data comes in three different formats (see samples): data for relational databases (info), word/lemma/PoS (vertical), and linear text (horizontal). When you purchase the data, you purchase the rights to any and all of these formats.

March 09, 2014

Webinar: The Pedagogy of MOOCs -Fri 14 March 11.00 GMT

Open Education Week Webinar: The Pedagogy of MOOCs -Fri 14 March 11.00 GMT

Webinar on Friday 14 March from 11 am to 12noon GMT – The Pedagogy of MOOCs

Below is a schedule for the webinar. In addition to giving us a chance to discuss and argue MOOC pedagogies and shape where open education is going, this webinar is a kind of announcement of the eMundus project which, among other things, maps out cases of universities forming partnerships to help along open educational practices, worldwide ( In fact, this blog post lists a whole series of eMundus-sparked webinars happening during Open Ed Week:

The webinar will happen via Adobe Connect (facilitated by Athabasca University in Canada) and the link to get in will be:

March 06, 2014

Reading concordances is not a trivial task

The methodological transfer from the CL research area to the applied ring of language learning and teacher underwent no adaptation, and thus learners were presented with the same tools, corpora and analytical tasks as well-trained and professional linguists.


Reading concordances is, by no means, a trivial task. Sinclair (1991) recommends a complex procedure which involves five distinct stages. Let us review very briefly what they entail. The first stage is
that of initiation. Learners here will look to the left and to the right of the nodes and determine the dominant pattern. Then, learners are prompted to interpret and hypothesize about what it is that these
words have in common. Thirdly, the consolidation stage, where students are to corroborate their hypothesis by looking more closely at variations of their hypotheses. After this, these findings have to be reported and, finally a new round of observations starts. Although typically reduced in language classrooms, this procedure is common in the possibilities scenario and certainly characterises the so-called bottom-up approach (Mishan, 2004: 223). A recent analysis (Kreyer, 2008) deconstructs the idea of corpus competence in different skills, namely, interpreting corpus data, knowledge about corpus design, knowledge about resources in the Internet, some linguistic background, knowledge about how to use concordances and, finally, some corpus linguistics background. This is a positive effort in the
right direction as the author admits the need to create the conditions for the use of corpora in the language classroom or, in other words, the Kreyer recognizes that pedagogic mediation is necessary if we want to turn the corpus into a learning tool. Notwithstanding, the challenges are significant.

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

March 03, 2014

CFP: Researching Language Learner Interaction Online: From Social Media to MOOCs


The 2015 Volume in CALICO's Monograph Book Series.

Guest editors

Dr Ed Dixon (University of Pennsylvania, USA)

Dr Michael Thomas (University of Central Lancashire, UK)

Book Title

Researching Language Learner Interaction Online: From Social Media to MOOCs


This timely volume aims to publish new empirical research on language learning in digitally-mediated environments and conceptual chapters that address new research approaches for effectively understanding the complex interactions taking place online. This dual focus distinguishes the volume from existing books in the field and is based on a recognition of the need for qualitative, multimodal and mixed methods research approaches that aim to capture a holistic understanding of learner interaction in online spaces.

According to advocates, social network sites and new learning spaces like Coursera, Instreamia and other MOOCs are set to have an unprecedented impact on educational practice and affect the ways students engage with language and culture over the next decade. The volume will also examine the process of language acquisition in globally networked learning environments and the role that international interactions play in enriching the language learning experience and perspectives of world cultures. Chapter authors will make important contributions towards a better understanding of how international online interactions in online environments such as social networking sites can achieve proficiency goals and aid learner interaction, intercultural understanding and digital literacy skills. Chapters are requested which explore how digital environments provide learners with opportunities to:

●      Engage in meaningful conversations and exchange viewpoints with like-minded learners worldwide;

●      Compare one’s own cultural reference with a multiplicity of different cultural perspectives of the target language and culture;

●      Connect with other disciplines through online courses that offer professional and academic courses in foreign languages;

●      Continue their study of the target language beyond the school setting in multicultural online communities of practice.

In addition to discussing the potential contribution of MOOCs and social networks in terms of enriching the language-learning experience and preparing students for global citizenship through the study of a foreign language, authors will address a multiplicity of issues affecting language education at pedagogical and institutional levels. At the pedagogical level, this volume will examine instructional methods, learning strategies, student feedback, peer assessment and lifelong learning. At the institutional level, we will investigate issues of teacher readiness, accreditation and articulation.

The volume will have two parts,

●      with the first addressing new approaches to researching online CALL environments using digital technologies and applications

●      and the second providing examples of empirical research on learner interaction online e.g., in social networking sites such as Livemocha, virtual worlds, telecollaboration, and online and blended language learning contexts.

In the first stage, abstracts of no more than 250-300 words are requested on the following or related topics:

●      Methods and approaches to language learning and teaching in MOOCS, social networks and blended environments

●      Cultural and social approaches to online language study

●      Language learner interaction in virtual worlds

●      Proficiency and assessment of online learners

●      Microblogging and language learning

●      Input and output in digital-learning environments

●      Institutional readiness and professional development

●      Accreditation, curricular integration and articulation

●      Using digital video and screen capture software

●      Eye tracking software and digital literacy

●      Multimodal and new approaches to researching language learning in social networks

●      Big data and learner interaction

●      The ethics of online research with language learners


First Call for Abstracts (1 March  2014)

Deadline for submission of abstracts (1 April  2014)

Notification of contributors (1 May 2014)

First draft of full papers to be submitted (1 October 2014)

Publication of the CALICO monograph (1 May 2015)

February 03, 2014

Investigación en Lingüística Inglesa: Tendencias, Sinergía y Retos: 6 de febrero a las 17.00h.

Este jueves, día 6 de febrero, habrá una actividad formativa denominada "Investigación en Lingüística Inglesa: Tendencias Sinergia y Retos" del Doctorado de Artes y Humanidades enfocada a los de Lingüística inglesa (e hispánica) específicamente. Será a cargo del profesor Ricardo Mairal (UNED). Tras el seminario, hemos organizado una breve sesión en la que le contéis uno por uno vuestras intenciones de investigación (ya como TFM, o tesis doctoral), quienes estéis en fase más temprana, o de lo que estáis investigando (los avanzados), para que os dé consejos. Me gustaría mucho que asistierais por el interés que os puede despertar y su gran utilidad.

PONENTE: Dr. Ricardo Mairal Usón.
Fecha: Jueves 6 de febrero a las 17.00h.
Lugar: Aula Jorge Guillén. Facultad de Letras. Campus La Merced.


Researching Specialized Languages wins research award

Profs. Pérez-Paredes and Sánchez Hernández (right) at U. Murcia, Spain.
Photograph (C) Luis Urbina

Researching Specialized Languages” edited by Vijay Bhatia (City University of Hong Kong), Purificación Sánchez Hernández and Pascual Pérez-Paredes (University of Murcia) has won the 4th Edition of the “Enrique Alcaraz Research Award”.

January 30, 2014

EUROCALL 2014 deadline extended


Groningen, The Netherlands, 20-23 August, 2014

The deadline for submission of abstracts has been extended to: 14 February 2014.

January 24, 2014

CF: From SLA to second language use: Qualitative and mixed-methods approaches to research in CALL today

Special Issue: CALICO Journal 32.2, September 2015

Guest editors: Regine Hampel and Ursula Stickler, The Open University, UK

From second language acquisition to second language use:
Qualitative and mixed-methods approaches to research in CALL today

Researchers in recent years have been pointing to the limitations of
quantitative approaches, which examine second language acquisition, and have
been stressing the importance of sociocultural and postmodern theories
alongside qualitative methodologies or mixed approaches combining
qualitative and quantitative methods that explore language use (e.g. Block
2003, CALICO Journal special issue 28(3) 2011, Kramsch 2002).

A number of different theories from a variety of disciplines support the use
of more qualitative approaches in social sciences generally and in education
and applied linguistics more specifically. These theories will inform the
contributions to this special issue which will argue for qualitative or
mixed-method approaches to researching learners’ activities in CALL

Sociocultural theories are based on the notion that learners construct
learning in interaction with their environment (e.g. Lantolf & Thorne 2006,
Vygotsky 1978, Wertsch 1991). The ecological perspective (Kramsch 2003, van
Lier 2004), for example, places language learning and the language learner
into a wider context and stresses the agency of learners, while complex
systems theory (Larsen-Freeman & Cameron 2008) emphasizes how the various
elements of the environment (including peers, teachers, and tools) are in
constant shift, influencing each other. A conversation analysis approach can
help to explore the impact of technological mediation on communication in an
L2 classroom. Activity theory (Engeström 1987) can be used to explain
elements of the “activity” of learning and their connection to other
elements within the activity triangle(s), including, amongst others, the
learner’s goals, their social environment, other learners, the tools they
use for learning, and the – often unspoken – rules and assumptions on
which their learning activity is based (Montoro 2012). Ethnographic
approaches are useful for exploring CALL from the point of view of the
participants in the field – which could be a second language class using
CALL or an online community of informal language learners.

Postmodern and critical theories of language use, e.g. those that focus on
superdiversity, migration, and identity, can also be brought into play to
enhance our understanding of the language learning process, the impact of
technology, and changes in identity that may result from language learning.
One of the methods used to investigate language learning and development in
relation to these aspects is critical discourse analysis (e.g. Blommaert et
al. 2001, 2005, Rampton 2013). Geosemiotics (Scollon & Scollon 2003)
constitutes a further – emerging – approach which is based on semiotic
theory that emphasises the importance of context for meaning making.
Language is thus seen as located in a physical, as well as a meaning space,
necessitating learners to understand how to interpret and use “signs”
and symbols in their environment.

Contributions will cover qualitative approaches, which will be broadly
conceived to include those that
-       favour understanding the subjective world of human experience over
explaining objective reality,
-       problematize social and political practice,
-       have a non-experimental research design,
-       use qualitative methods to approach data,
-       rely on interpretive analysis.

        By bringing together a variety of authors who have employed qualitative or
mixed-method methodologies to researching CALL, this Special Issue will
raise the awareness of researchers regarding the rich data and the valuable
insights that these approaches can generate when applied to aspects of
language learning using new technologies. The articles chosen will also
highlight the rigor and trustworthiness of such approaches.

        It is our hope that the Special Issue will stimulate debate about (1) the
criteria used to evaluate research in CALL, (2) the increasing importance
placed on understanding the learner’s perspective (giving learners a
voice) and focusing on the learning process and on the context in which
learning takes place, rather than on the product, and (3) the shift from
explaining to understanding entailed in moving from quantitative to more
qualitatively oriented research. In a wider sense, the Special Issue will
illustrate how qualitative and mixed-method approaches can deepen the
insights generated by more traditionally used quantitative methodologies and
contribute to creating a more balanced research landscape in CALL.

First Call for Papers    9 Jan 2014
Deadline for submission of abstracts     28 Feb 2014
Notification of contributors     31 Mar 2014
First draft of papers to be submitted    31 July 2014
Returned to authors for changes  31 Oct 2014
Second draft of papers to be submitted   31 Dec 2014
Returned to authors for final changes    31 Apr 2015
Special Issue to be published    Sep 2015

Abstracts: 200-300 words, submitted as email attachment (docx, doc, rtf) to
both  and
Submission of full manuscripts: After acceptance of the abstract, follow the
submission guidelines at CALICO Journal’s Open Journal System (OJS).

details see Make sure
you are a registered author with CJ and follow the stepwise submission
process. As the Journal section, select “Special Issue –

January 03, 2014

Extracting n word phrases in large texts

This is a summary of resources posted on [Corpora-List] early 2014

CMU-Cambridge Statistical Language Modeling toolkit

Sketch Engine

Lawrence Anthony's AntConc



Software for the extraction of n-grams as well as patterns that are not consecutive (skipgrams). The software is written in C++ for speed and memory efficiency but comes with a Python binding for usage from Python script. It also has a standalone CLI tool that can do what you want. f

Maarten van Gompel

GnuPG key: 0x1A31555C  XMPP:

November 21, 2013

Sexenios Noviembre 2013

Campo 11. Filosofía, Filología y Lingüística

1. Todas las aportaciones deberán ser clasificables como ordinarias según la Orden
de 2 de diciembre de 1994. Las aportaciones serán valorables si representan algún tipo
de avance del conocimiento o una innovación de carácter metodológico, y se dará
preferencia a los estudios analíticos y comparados frente a los puramente descriptivos.
No se considerarán las aportaciones que sean reiteraciones de trabajos previos con los
que resulten redundantes conceptual y temáticamente, salvo si contienen elementos

2. Salvo que estuviera plenamente justificado por la complejidad del tema, el tamaño
del corpus utilizado o la extensión y carácter innovador de la aportación, la existencia de
más de un autor puede reducir la calificación asignada a la misma.

3. Se considerará como una referencia de calidad la inclusión de las revistas en
bases de datos internacionales como el «Journal Citation Reports (Arts and Humanities
Citation Index)», «Journal Citation Reports (Social Science Citation Index)», o su
clasificación alta en los listados del «European Reference Index for the Humanities
(ERIH)» de la ESF.

Podrán considerarse también los artículos publicados en revistas listadas en
SCOPUS, en revistas listadas en otras bases de datos nacionales o internacionales (por
ejemplo, DICE-CINDOC, etc.), o en aquellas revistas acreditadas por la FECYT, siempre
que, a juicio del comité asesor, cuenten con una calidad científica similar a las incluidas
en los índices mencionados y que satisfagan los criterios que se especifican en el
apéndice I de esta resolución.

No se tendrán en cuenta las publicaciones en la revista en la que sea director o en la
que tenga algún cargo en el comité editorial, salvo que se justifique la inexistencia de una

En la evaluación de los libros y capítulos de libros, se tendrán en cuenta el número de
citas recibidas; el prestigio de la editorial; los editores; la colección en la que se publica la
obra; las reseñas en las revistas científicas especializadas; las traducciones a otras
lenguas, y su inclusión en bibliografías independientes del autor y su entorno. Deberán
reflejar claramente que son fruto de la investigación o de la reflexión documentada. No
serán consideradas como nuevas aportaciones las traducciones de la propia obra a otras

Se evaluarán como investigación las ediciones críticas, es decir, las que presentan un
estudio razonado de la fijación del texto, con la correspondiente mención de las fuentes y
variantes textuales. Por el contrario, las simples revisiones de textos para su publicación
no merecerán esta consideración, salvo que estén precedidas de prólogos o estudios
preliminares o acompañadas de anotaciones que sean fruto de una investigación personal
y hagan una aportación valorable a su campo temático.

En el campo de la estética y la teoría de las artes, también se estimará el comisariado
de exposiciones en cuyos catálogos se aporten novedades relevantes de investigación
con repercusión en los medios especializados nacionales e internacionales.

Aplicando lo anterior, no se tomarán en consideración:

a) Los libros de texto.
b) Las obras de divulgación.
c) Las enciclopedias.
d) Los artículos de opinión, antologías o diccionarios comunes.
e) Las actas de congresos y los volúmenes de homenaje, que no respondan a
criterios de calidad equiparables a los exigidos para las revistas científicas.
f) Las reseñas y recensiones.

Se valorará desfavorablemente la reiterada publicación de trabajos en revistas o
editoriales pertenecientes o asociadas al mismo organismo donde el solicitante realiza su

4. Como norma general, para obtener una evaluación positiva, las cinco aportaciones
del currículum vítae abreviado deberán cumplir lo descrito en los apartados anteriores.

5. Con carácter orientador, se considera que para obtener una evaluación positiva,
en las áreas de Filosofía, Filología y Lingüística, al menos una de las aportaciones debe
ser un libro monográfico de investigación que cuente con difusión y referencia
internacionales y cumpla los requisitos que se indican en el apartado 3; o bien que dos de
las aportaciones sean artículos publicados en revistas de rango internacional que cumplan
los criterios indicados en el apéndice I de esta resolución; o bien que una de las
aportaciones sea un artículo en una revista internacional de impacto y la otra un capítulo
de libro en un volumen internacional que cumpla los requisitos indicados para éstos.