copyright 2009-2010. Virginio Cantoni, Anthony Baldry, Marco Porta, Alessandro Gaggia
SECTION I. Second Language Vocabulary Teaching.
1. Analysing vocabulary teaching techniques.
Paul Nation (LALS, Victoria University of Wellington, New Zealand)
2. Fluency and spoken English.
Steven Kirk (Toyo University, Japan) and Ronald Carter (University of Nottingham, United Kingdom)
3. Phrase-noticing or phrase-learning: A question of semantics?
June Eyckmans (Erasmushogeschool Brussel and Vrije Universiteit Brussel, Belgium)
4. Coming face to face with N1 P N1 sequences in Spanish.
Christopher S. Butler (Swansea University, Huddersfield University, and Centre for Translation Studies, University of Leeds, United Kingdom)
5. Missing words: The vocabulary of BBC Spanish courses for adults.
Paul M. Meara (University of Swansea, Wales, United Kingdom) and Jesús Suárez García (Barnard College, New York, USA)
6. Connectors in EFL learners' essays and in course books.
Rosa M. Jiménez Catalán (University of La Rioja, Spain) and Julieta Ojeda Alba (University of La Rioja, Spain)
7. The treatment of lexical collocations in EFL textbooks.
Christián Abello-Contesse (University of Seville, Spain) and M. Dolores López-Jiménez (Pablo de Olavide University, Spain)
8. Access routes to lexical collocations in English learner's dictionaries on CD-ROM.
Alfonso Rizo-Rodríguez (University of Jaén, Spain)
SECTION II. Applying New Corpus-Based Evidence in Language Pedagogy.
9. Learning outcomes from corpus consultation.
Alex Boulton (CRAPEL-ATILF/CNRS, Nancy University, France)
10. Combining text-based and corpus-based approaches in the learning and teaching of academic writing in French.
Angela Chambers (University of Limerick, Ireland)
11. The death of the adverb revisited: Attested uses of adverbs in native and non-native comparable corpora of spoken English.
Pascual Pérez-Paredes (University of Murcia, Spain)
12. A web-as-multimodal corpus approach to lexical studies based on intercultural and scalar principles
Anthony Baldry (University of Messina, Italy)
13. Learning from Obama and Clinton: Using individuals' corpora in the language classroom.
María Calzada Pérez (University Jaume I, Spain)
SECTION III. ADELEX: From Theory to Practice.
14. 'Very' in predicate adjective constructions: A contrastive (English-Spanish) discourse-functional approach towards its pedagogical implementation.
Judith A. Carini Martínez (University of Almería, Spain)
15. Developing university learners' collocational competence: An empirical corpus-based investigation.
María Moreno Jaén (University of Granada, Spain)
16. Exploring conversational grammar through films in the ELT classroom: A corpus-based approach.
M. Elena Rodríguez Martín (University of Granada, Spain)
17. The use of DVD films as multimodal texts to raise contextual awareness in the acquisition of polite words in English: The case of 'please'.
N. Ignacio López Sako (University of Granada, Spain)
18. ADELEX CAT: A computer adaptive test for the lexical evaluation of university students.
M. Teresa López-Mezquita Molina (University of Granada, Spain)
1. Analysing vocabulary teaching techniques.
Paul Nation (LALS, Victoria University of Wellington, New Zealand)
2. Fluency and spoken English.
Steven Kirk (Toyo University, Japan) and Ronald Carter (University of Nottingham, United Kingdom)
3. Phrase-noticing or phrase-learning: A question of semantics?
June Eyckmans (Erasmushogeschool Brussel and Vrije Universiteit Brussel, Belgium)
4. Coming face to face with N1 P N1 sequences in Spanish.
Christopher S. Butler (Swansea University, Huddersfield University, and Centre for Translation Studies, University of Leeds, United Kingdom)
5. Missing words: The vocabulary of BBC Spanish courses for adults.
Paul M. Meara (University of Swansea, Wales, United Kingdom) and Jesús Suárez García (Barnard College, New York, USA)
6. Connectors in EFL learners' essays and in course books.
Rosa M. Jiménez Catalán (University of La Rioja, Spain) and Julieta Ojeda Alba (University of La Rioja, Spain)
7. The treatment of lexical collocations in EFL textbooks.
Christián Abello-Contesse (University of Seville, Spain) and M. Dolores López-Jiménez (Pablo de Olavide University, Spain)
8. Access routes to lexical collocations in English learner's dictionaries on CD-ROM.
Alfonso Rizo-Rodríguez (University of Jaén, Spain)
SECTION II. Applying New Corpus-Based Evidence in Language Pedagogy.
9. Learning outcomes from corpus consultation.
Alex Boulton (CRAPEL-ATILF/CNRS, Nancy University, France)
10. Combining text-based and corpus-based approaches in the learning and teaching of academic writing in French.
Angela Chambers (University of Limerick, Ireland)
11. The death of the adverb revisited: Attested uses of adverbs in native and non-native comparable corpora of spoken English.
Pascual Pérez-Paredes (University of Murcia, Spain)
12. A web-as-multimodal corpus approach to lexical studies based on intercultural and scalar principles
Anthony Baldry (University of Messina, Italy)
13. Learning from Obama and Clinton: Using individuals' corpora in the language classroom.
María Calzada Pérez (University Jaume I, Spain)
SECTION III. ADELEX: From Theory to Practice.
14. 'Very' in predicate adjective constructions: A contrastive (English-Spanish) discourse-functional approach towards its pedagogical implementation.
Judith A. Carini Martínez (University of Almería, Spain)
15. Developing university learners' collocational competence: An empirical corpus-based investigation.
María Moreno Jaén (University of Granada, Spain)
16. Exploring conversational grammar through films in the ELT classroom: A corpus-based approach.
M. Elena Rodríguez Martín (University of Granada, Spain)
17. The use of DVD films as multimodal texts to raise contextual awareness in the acquisition of polite words in English: The case of 'please'.
N. Ignacio López Sako (University of Granada, Spain)
18. ADELEX CAT: A computer adaptive test for the lexical evaluation of university students.
M. Teresa López-Mezquita Molina (University of Granada, Spain)