A Taste for Corpora -- Editorial page -- Title page -- LCC data -- Dedication -- Table of contents -- Acknowledgements -- List of contributors -- Preface -- Putting corpora to good uses -- References -- Frequency, corpora and language learning -- 1. Introduction -- 2. A brief glance at history -- 2.1 Early frequency studies -- 2.2 The rejection of frequency -- 2.3 The computer age and the revival of frequency studies -- 2.4 Co-frequency, collocation -- 3. Recent progress in frequency studies relevant to language learning -- 3.1 How frequency is important for English Language Teaching (ELT) -- 3.2 Word frequency associated with language varieties -- 3.3 A more considered view -- 3.4 Frequency of word combinations: Is it more important than frequency of individual words? -- 3.5 Grammatical frequency -- 3.6 Phraseology and the interaction of lexis and grammar -- 4. New directions in applied linguistics favourable to frequency -- 4.1 Theoretical positions favouring frequency -- 4.2 Frequency effects in language change -- 4.3 Frequency effects in language acquisition -- 5. Challenges and possible solutions -- 5.1 Challenge I: Bringing together corpus linguistic and cognitive linguistic approaches -- 5.2 Challenge II: Corpora do not always match learners' needs -- 6. Conclusion: With words of comfort -- References -- Learner corpora and contrastive interlanguage analysis -- 1. Introduction -- 2. Interlanguage studies before computer corpora -- 3. Learner computer corpora -- 4. Contrastive interlanguage analysis -- 5. Some significant findings of CIA -- 6. From CIA to the integrated contrastive model -- 7. Case studies -- 7.1 Quite -- 7.2 I would say -- 7.3 A Norwegian perspective on seem -- 8. Some challenges -- 9. The revolution continues -- References -- Corpora used in examples and case studies.

The use of small corpora for tracing the development of academic literacies -- 1. Introduction -- 2. The development of academic literacies in an EFL context -- 3. The academic writing course -- 4. The study -- 4.1 Texts included in the study -- 4.2 Methods and procedures -- 5. Analysis and discussion -- 5.1 Reporting verbs -- 5.2 Evaluative lexical resources -- 6. Conclusion -- References -- Appendix 1 -- Appendix 2 -- Revisiting apprentice texts -- 1. Introduction -- 2. Forms and models -- 2.1 Which forms? -- 2.2 Which models? -- 3. Investigating lexical bundles in apprentice and expert texts -- 3.1 Data -- 3.2 Method -- 3.3 Findings: 4-word lexical bundles -- 3.4 Findings: 3-word lexical bundles -- 4. From description to application -- 5. Conclusions -- References -- Appendices -- Automatic error tagging of spelling mistakes in learner corpora -- 1. Introduction -- 2. Background -- 3. Experiment -- 4. Results -- 5. Conclusion -- Acknowledgements -- References -- Data mining with learner corpora -- 1. Introduction -- 2. Classifiers -- 2.1 Types of classifiers -- 2.2 Feature selection and parameter tuning -- 2.3 Cross-validation -- 3. Previous research -- 3.1 Which classifier is best? -- 3.2 Previous studies on L1 detection -- 4. Method -- 5. Results -- 6. Discussion and conclusions -- References -- Appendix 1. Types of classifiers -- Learners and users - Who do we want corpus data from? -- 1. Introduction -- 2. How are learner and L2 user corpora different? -- 3. How are learner and L2 user corpora similar? -- 4. Conclusion -- References -- References to corpora -- Learner knowledge of phrasal verbs -- 1. Introduction -- 2. The acquisition of phrasal verbs -- 3. Methodology -- 3.1 Participants -- 3.2 Target phrasal verbs -- 3.3 Receptive and productive measurement instruments -- 3.4 Biodata questionnaire -- 3.5 Procedure.

4. Results and discussion -- 4.1 Phrasal verb frequency and knowledge -- 4.2 Individual differences factors in the acquisition of phrasal verbs -- 4.3 Exposure to target language inside and outside the classroom -- 5. Conclusion -- References -- Appendix A. BNC phrasal verb frequency: Comparison of results -- Appendix B. Productive phrasal verb test -- Appendix C. Receptive phrasal verb test -- Appendix D. Biodata questionnaire -- Corpora and the new Englishes -- 1. The corpus-based documentation of the New Englishes: A brief historical survey -- 2. Current challenges: The web as a data source for the study of the new Englishes -- 3. The data: CCJ, a corpus of cyber-Jamaican English/Jamaican Creole -- 4. Anti-formality -- 5 The globalisation of vernacular features: A 'Black Atlantic' on the web? -- 6. Conclusion and outlook -- References -- Towards a new generation of corpus-derived lexical resources for language learning -- 1. Introduction -- 2. The gap between corpora and lexical knowledge -- 3. The role of some current constructs -- 4. The lexical knowledgebase -- 4.1 Hybrid N-grams -- 4.2 Relations among hybrid n-grams -- 5. Knowledge representation and access for users -- 6. An emergent langue -- References -- Automating the creation of dictionaries -- 1. Introduction -- 2. Computers meet lexicography: From the 1960s to the 1990s -- 2.1 Year Zero: The COBUILD project -- 2.2 The 80s and 90s -- 3. From 1997 to the present -- 3.1 Corpus creation -- 3.2 Headword lists -- 3.3 Collocation and word sketches -- 3.4 Word sketches and the sketch engine since 2004 -- 3.5 Word sketches and the sketch engine in the NEID project -- 3.6 Labels -- 3.7 Examples -- 3.8 Tickbox lexicography (TBL) -- 4. Conclusions -- References -- Addendum. Select list of publications by Sylviane Granger -- 1. Books -- 2. Articles -- Subject index -- Name index.