ICNALE: The International Corpus Network of Asian Learners of English
A collection of controlled essays and speeches produced by learners of English in 10 countries and areas in Asia
Project Leader: Dr. Shin'ichiro Ishikawa, Kobe University, Japan (iskwshin@gmai.com)

Last updated 2019/7/30

International Learner Corpus Symposium, LCSAW

The ICNALE Team has organized international symposiums, Learner Corpus Studies in Asia and the World (LCSAW) since 2013. Also, we have published peer-reviewed proceedings, Learner Corpus Studies in Asia and the World (ISSN: 2187-6746).

International Learner Corpus Symposium, LCSAW 4 (2019)

Last updates: 2019/08/07

Following three successful conventions, the 4th Learner Corpus Studies in Asia and the World (LCSAW4) will be held on Sunday, 29, September 2019, at Kobe University Centennial Hall in Japan.

LCSAW4 is organized in cooperation with the ESRC-AHRC UK-Japan SSH Connections Grants project led by Tony McEnery at Lancaster University, UK.

Registration site is now open (For Audience)
Please register from the link below:


If you cannot access the registration site, send your name, affiliation, and e-mail address to the organizer (Dr. Shin Ishikawa:  iskwshin@gmail.com). 

The Program (Tentative as of 2019/8/7)

ESRC-AHRC UK-Japan SSH Connection Grants Seminar/ LCSAW (Learner Corpus Studies in Asia and the World) 4th Meeting, Kobe Joint Conference 2019

☑ Date and Time: Sunday, Sep 29, 2019. 0920-1700
☑ Venue: Kobe University Centennial Hall

☑ Funding and Aim
This event is  funded by a UK-Japan SSH Connection grant. The theme is “New methods and data in second language learning research”. We are bringing together researchers from second language research, psychology and corpus linguistics in order to enable the formation of new relationships between UK and Japanese researchers, strengthen existing links, identify common interests and develop common research agendas to enable future collaborative research.

The broad objectives are: (1) to sketch the state-of-the-art second language and corpus research; (2) to define and evaluate new methods and datasets designed to facilitate the study of second language acquisition; and (3) to develop an essential road map of priorities in second language research that covers data, methods and theory. In doing so, we need to (4) identify key gaps and opportunities in the road map where UK/Japan research collaboration is a priority.

The event is also supported by JSPS Kakenhi Grant  (No. 17H02360).

☑ Program (tent.)
0900 The registration begins

0920 Opening Remark

[Keynote Speeches]  30 minutes incl. Q&A
0930-1000 (1)
1005-1035 (2)
1040-1110 (3)

[Invited Speeches (Morning) ] 20 minutes incl. Q&A
1120-1140 (4)
1145-1205 (5)
1210-1230 (6)

Lunch (Light snacks are offered.)

Poster Session (16 posters)

[Invited Speeches (Afternoon) ] 20 minutes incl. Q&A
1340-1400 (7)
1405-1425 (8)
1430-1450 (9)
1500-1520 (10)
1525-1545 (11)
1550-1610 (12)
1615-1635 (13)

1640-1700 Closing Remarks

Conference Party
At Kobe Meriken Park Oriental Hotel


Keynote Speeches

(1) Tony McEnery (Lancaster University)

(Bio) Tony Mcenery is Distinguished Professor of English Language and Linguistics at Lancaster University. He was Interim Chief Executive, Economic and Social Science Research Council, from 2017 - 2018, and Director of the ESRC Centre for Corpus Approaches to Social Science, from 2013-2016.He was also Dean of the Faculty of Arts and Social Sciences, Lancaster University, from 2008-2014.

(Title) Imagining the next generation of learner corpus

(Abstract) TBA

(2) Shin Ishikawa (Kobe University)

(Bio) Dr. Shin Ishikawa is Professor of Applied Linguistics at Kobe University. He is currently a board member of Japan Association of College English Teachers (JACET), Japan Association of English Corpus Studies (JAECS), Japan Society of Stylistics, and Mathematical Linguistics Society of Japan. His research interests cover branches of applied linguistics such as corpus linguistics, mathematical linguistics, language teaching, material development, and teaching methodologies.  Since 2000, he has been the leader of the International Corpus Network of Asian Learners (ICNALE) Project.

(Title) New perspectives on contrastive interlanguage analysis

(Abstract) In this talk,  we will survey some of the previous studies related to contrastive interlanguage analysis (CIA) and then discuss the importance of (i) controlling varied parameters that might influence learners' L2 productions and (ii) analyzing varied types of learner L2 outputs in making CIA studies more replicable and reliable. We also consider how the ICNALE can contribute to new CIA studies.

(3) Yukio Tono (Tokyo University of Foreign Studies)

(Bio) Yukio Tono is a professor in corpus linguistics at Tokyo University of Foreign Studies. He also serves as President of Japan Association for English Corpus Studies. His research interest includes learner corpus research, pedagogical applications of corpora, and L2 lexicography.   

(Title) Developing the L2 Index of Grammar Use: Variability issues revisited  

 (Abstract) This paper is a progress report on the L2 Index of Grammar Use using the CEFR-Grammar Profile. Token and type frequencies of more than 300 grammar items were extracted and analysed from L2 learner's essays across different CEFR levels and the total index scores of grammar use were calculated. In my talk, I will especially focus on variability of grammar use in the same CEFR-level learners' essays and discuss factors relevant to such individual differences and how to take such variability into account in order to develop the grammar use index.


Invited Speeches (Alphabetical order. NB: Presentation order will be announced later.)

(4) Mariko Abe (Chuo University)

(Bio) Mariko Abe is working at Chuo University, Japan. Her current research interests include identifying key linguistic features that distinguish learners of different proficiency levels through corpus analysis and applying those findings to learner material development. She is also interested in computer-aided error analysis and automated scoring.   

(Title) Creating a longitudinal corpus of L2 spoken English: Construction process and possible applications   

(Abstract) In this talk, an overview of the project for compiling the Longitudinal Corpus of L2 Spoken English (LOCSE) will be provided. The data were collected two or three times a year for three consecutive years from 2016, with the total of eight data collection points. They were elicited from a group of 122 Japanese learners of English, who belonged to a lower proficiency level. In order to transcribe the utterances, automated speech recognition technology was employed, which was manually checked by three human transcribers. The main outcomes of our preliminary corpus-based analyses will be shown.

(5) Aaron Olaf Batty (Keio University), Tineke Brunfaut (Lancaster University), and Luke Harding (Lancaster University)

(Bio) Aaron Olaf Batty obtained his Ph.D. from Lancaster University, where he continues to engage in research, and is an associate professor at Keio University in Japan. His research interests span all areas of language assessment, and his work has appeared in TESOL Quarterly, Language Testing, and Assessing Writing.   

(Title) The impact of delivery mode on the discourse characteristics of writing task performances

(Abstract) Language test developers are increasingly moving from paper-based to computer-based writing assessments. However, evidence is required to support the validity and fairness of delivery mode changes. This presentation will report on the effect of delivery mode on the writing section of Trinity College London’s Integrated Skills in English (ISE) test suite. We employed Wilcoxon Signed Rank Tests to compare the discourse characteristics of 106 examinees’ written performances completed both in paper-based and computer-based modes, revealing delivery mode effects on several of the discourse characteristics. The presentation will conclude with implications for user-interface design for the computer-based delivery of writing tasks.

(6) Yasutake Ishii (Seijo University)
(Bio) Yasutake Ishii is a professor of English at Seijo University, Tokyo. His research interests include corpus linguistics, cognitive linguistics, especially the semantics of English prepositions, meta- and practical lexicography, and ELT. His publications and oral presentations are listed at https://researchmap.jp/read0139137/?lang=english.

(Title) Assessment of Japanese EFL Learners’ Grammatical Proficiency Levels Based on the CEFR-J Grammar Profile

(Abstract) The present study aims to create a framework of assessing learners’ production in terms of their use of grammatical items. We have assigned different scores to grammatical items based on their CEFR-J levels, and counted the types and frequencies of the grammatical items they used, and thus obtained the index scores of each learner’s production in terms of grammar. We have used the CEFR-J Grammar Profile and analyzed written and spoken learner corpora which collected the data produced by Japanese EFL learners at different levels. Some preliminary findings will be discussed with some potential applicability and limitations of this framework.

(7) Emi Izumi (Kyoto University / Kyoto University of Foreign Studies)
(Bio) Emi Izumi is a part-time lecturer of Kyoto University and Kyoto University of Foreign Studies. Her major research interests include learner corpus construction (including annotation) and analysis. She has also been working on the implementation of the CEFR and CEFR-J into language classrooms and learner language analyses.

(Title) Learner language modeling from the perspectives of World Englishes and the CEFR   

(Abstract) Mindset change has been brought about to some EFL teachers and learner language analysts by the new perspectives on non-native English such as “World Englishes (WE)” and the CEFR where learners are viewed as “users” of language. More learner language studies would try to identify the developmental process putting more focus on what learners can do than on leaner “errors” which have been focused in many of the learner language analyses. My talk aims to discuss how learner language can be modeled from the perspectives of WE and the CEFR and how it can be implemented into classroom practices.

(8) Patrick Rebunschatt (Lancaster University and University of Tübingen)

(Title) The implicit-explicit interface in language learning and teaching

(Abstract) While it is often accepted that second language learning entails the development of implicit language, there is still debate on how to promote the acquisition of this type of knowledge and on the role of explicit knowledge in learning (Ellis, 2005). In this talk, I will briefly introduce the debates on the “implicit-explicit interface” and then present recent research that investigated the role of awareness in the cross-situational learning of language. The experiments bring together theoretical and methodological insights from three distinct research strands (implicit learning, statistical learning, and second language acquisition); together, they illustrate the benefits of working across disciplinary boundaries (see Monaghan & Rebuschat, 2019).

(9) Padraic Monaghan (Lancaster University and University of Amsterdam)

(Bio) Studied a combination of English, Philosophy, Mathematics, and Linguistics, with eventually a PhD at Edinburgh University in Cognitive Science. Has held postdoc positions at the Universities of Edinburgh and Warwick, and faculty positions in psychology and linguistics at the Universities of York, Lancaster, and Amsterdam.   

(Title) Investigating the influence of first on second language learning in the laboratory

(Abstract) Understanding how first language affects subsequent acquisition of second language is a long-standing theoretical question with important practical applications. We report a series of experimental studies in English and Japanese that vary the range of sounds and syntactic structures that occur across these different languages, and show that influence of first on second language learning is due to a combination of general cognitive processing abilities and language-specific shaping of the representational landscape for the learner.

(10) Pascual Pérez-Paredes (University of Cambridge)

(Bio) Pascual Pérez-Paredes is a Lecturer in Research in Second Language Education at the Faculty of Education, University of Cambridge. His main research interests are learner language variation, the use of corpora in language education and corpus-assisted discourse analysis. He has published research in journals such as CALL, Discourse & Society, English for Specific Purposes, Journal of Pragmatics, Language, Learning & Technology, System, ReCALL and the International Journal of Corpus Linguistics.    

(Title) Examining internal validity in learner corpus research: Two case studies

(Abstract) This talk will report findings from two case studies where different corpora have been used to investigate the use of stance adverbs in spoken communication. The first case study will probe into the use of different L1 (native speaker) corpora collected following the same design (Aguado-Jiménez et al, 2012), while the second will focus on the analyses of different English L2 (learner) corpora collected following different design criteria (Pérez-Paredes & Bueno, 2019). I will discuss the implications of using triangulation techniques (Baker & Egbert, 2016) in LCR and how researchers may benefit from increased criticality in their research designs.

(11)Kazuya Saito (University College, London)

(Bio) Kazuya Saito is Associate Professor in Applied Linguistics at University College London, UK. For his research, see http://kazuyasaito.net/.

(Title) Having a good ear predicts successful second language speech acquisition: Collecting, analysing and linking speech and aptitude database in Japan and the UK

(Abstract) In this talk, I will introduce a series of projects, wherein my research team has collected, analysed and linked speech and aptitude database from a total of 200+ L2 learners of English in the UK and Japan via linguistic, auditory and neurophysiological measures. Overall, the findings have evidenced a strong predictive role of phonetic aptitude in individual differences in L2 speech learning in adulthood (very similar to first language acquisition). This in turn suggests that domain-general auditory processing serves as a cognitive underpinning of language acquisition throughout a lifespan, and that these perception-based mechanisms govern both L1 and L2.

(12) Masatoshi Sugiura (Nagoya University)

(Bio) Masatoshi Sugiura is a professor of English education at Graduate School of Humanities, Nagoya University. His primary research interests are in the areas of second (foreign) language acquisition, learner corpus studies, and CALL. He has been working on constructing a series of learner corpora, namely NICE, NICER, and currently NICEST.   

(Title) Toward an integrated theory of SLA using tree fragments   

(Abstract) I will introduce a unit called "tree fragment" which can be retrieved from syntactically parsed corpus data by decomposing phrase-structure trees. Tree fragments are composing parts of phrase-structure trees. There have been intensive studies on collocation in learner corpus research, including recent studies on verb argument constructions (VACs). The definitions and terms concerning collocations, however, are still diverse and inconclusive. There are also collocations with open slots. Moreover, the distinction between collocation and colligation is not clear. With the concept of tree fragments, it seems possible to treat these issues systematically, which may lead to an integrated theory of SLA.

(13) John Williams (Cambridge University)
(Bio) John Williams is Reader in Applied Psycholinguistics at University of Cambridge. He specializes in the cognitive mechanisms of second language learning and second language lexical and syntactic processing. His work draws on theoretical concepts and experimental methodologies from cognitive psychology and applies these to second language processing and learning using laboratory-based methods. His recent research focuses on implicit learning of form-meaning connections, and incidental learning of word order regularities.(From the university's website)

(Title) The relationship between implicit learning and linguistic insight

(Abstract) The nature of the relationship or interaction between implicit and explicit knowledge has long been debated, not least in relation to language learning. Here I address the question of whether previously acquired implicit knowledge can facilitate the emergence of explicit knowledge, i.e., insight. I will report a series of studies investigating whether prior exposure to a linguistic regularity in an implicit learning task influences the probability and rapidity with which participants can become aware of that regularity in a subsequent rule discovery task. The results will be evaluated in the context of different proposals concerning the nature of the ‘interface’ between implicit and explicit knowledge. The results also shed light on the relationship between input statistics and learners’ conscious hypotheses about input structure.


Accepted Posters (Alphabetical order)

(1) Aaron Albin (Kobe University)

(Bio) Aaron Albin is lecturer at Linguistics and Communication Studies, Graduate School of Intercultural Studies of Kobe University. web.cla.kobe-u.ac.jp/albin-e   

(Title) L1 influence on the prosodic realization of emotion in a second language: Analyses of an L2 Japanese speech corpus   

(Abstract) The present study reports on data from an ongoing project to construct a speech corpus of L2 Japanese targeting six different prosodic-phonological phenomena. Production data were collected from learners representing various L1 backgrounds, including Chinese, Korean, Italian, and Russian, in addition to a baseline group of Tokyo native speakers. After first presenting an overview of the structure of the corpus, analyses will be presented of the portion of the corpus targeting the realization of emotions (happy, angry, sad, surprised, and neutral) – in particular, exploring how acoustic parameters such as fundamental frequency, intensity, and duration vary between the different L1 groups.

(2) Nasser Alqahtani (Cardiff University)

(Bio) Nasser Alqahtani is a lecturer in the department of English Language at Shaqra University and is currently a PhD at Cardiff University, U.K. Nasser has a teaching experience in Saudi EFL context, and he also has a humble research experience where he published two journal articles in the fields of English language before embarking his PhD study.   

(Title) A Cross-linguistic Study of Metadiscourse Markers in English Academic Witting of Saudi EFL Students and UK Native Speakers of English    

(Abstract) This is a corpus-based study to compare and contrast the use of metadiscourse in the academic writing of three groups of students (Saudi students in Saudi Arabia, Saudi students in the UK, and UK native speakers of English)with special focus on frequency and function as a reflection of the underlying rhetorical strategies in their writing. The study will analyze quantitatively and qualitatively 45 MA linguistics dissertations using Hyland's (2005) metadiscourse model as its analytical framework. R and Chi-square test will be employed to facilitate the data analysis. Beside filling the gap about Saudi students use of MD, the results can be used to develop materials to be used in English language teaching in KSA. Also, from comparing the three groups, we will be able to know what could affect the students’ use of metadiscourse more (1) the discipline or (2) the institutional context(Saudi universities VS U.K. universities).

(3) Maha AlHarthi and Amal AlSaif (Princess Nourah bint Abdulrahman University)

(Bio) Maha AlHarthi is an Assistant Professor of Applied Linguistics at Princess Nourah bint Abdulrahman University. Her research interests are primarily in corpus linguistics, computational linguistics, and L2 academic writing. She is now the vice-dean of graduate studies for academic supervision and international partnership at PNU. She is the director of the SauLTC research project. She is the local administrator of Sketch Engine at PNU   

(Title) The Design of the SauLTC application for the  English-Arabic Learner Translation Corpus 

(Abstract) This paper reports on the development of two important tools designed specifically for the project entitled “the Saudi Learner Translation Corpus” (SauLTC): the conversion tool and the SauLTC application. The challenges encountered during the different stages of the project, especially the stage of the corpus alignment, were highlighted. SauLTC is a POS-tagged and error annotated parallel corpus projected to be 2.5 million tokens and includes translation projects required for graduation at the College of Languages at the Princess Nourah bint Abdulrahman University in Riyadh. It comprises a multi-version corpus featuring linguistic annotation, complemented with an interface for monolingual or bilingual querying of the data. The corpus can be used to identify the students’ strategies in translation and analyze their patterns of language use. The paper describes the corpus parameters and compilation process, followed by an explanation of how the textual processing and sentence alignment is being conducted.  A detailed description of the SauLTC conversion tool and application will be provided. Overall, the potential uses of the SauLTC will be suggested for research, training and pedagogical purposes.

(4) Randy Appel (Waseda University)

(Bio) Dr. Appel is an assistant professor at the Global Education Center of Waseda University. His research interests involve corpus approaches to linguistic inquiry, with specific aims including the investigation of formulaic sequences in L1 and L2 writing, language testing and assessment, and L1 related differences in L2 English.

(Title)    A contrastive analysis of linking adverbials in L2 English writing: Identifying L1 related differences   

(Abstract) This study explored the use of linking adverbials (e.g., on the other hand, furthermore, in fact) in the English as a Foreign Language essays produced by writers of three distinct language backgrounds: Chinese, Indian, and Korean. To control for factors such as task type, topic, and proficiency, data produced for one writing prompt at one specific proficiency level (B1_2 Common European Framework of Reference for Languages) from the International Corpus Network of Asian Learners of English was used. Quantitative and qualitative measures were used to identify unique production tendencies specific to each L1 group.

(5) Raffaella Bottini (Lancaster University)

(Bio) Raffaella Bottini is a doctoral researcher at the ESRC Centre for Corpus Approaches to Social Science (CASS), Lancaster University. She researches the application of corpus methods to the analysis of vocabulary in L2 English speech to inform language testing. A former Fulbright scholar, she holds an MA in Applied Linguistics.   

(Title) Lexical complexity in the Trinity Lancaster Corpus   

(Abstract) This poster presents a study on lexical complexity in the Trinity Lancaster Corpus (TLC). The TLC is a 4.1-million-word corpus of spoken L2 English based on English exams administered by Trinity College London, an international exam board. Lexical complexity plays a key role in measuring vocabulary knowledge. However, little is known about different aspects of lexical complexity in spoken L2 production; also, there is no general agreement about which of the many existing complexity measures to use. This study focuses on both quantitative and qualitative aspects of lexical complexity at different proficiency levels (B1-C1), paying special attention to lexical sophistication.

(6) Lorrae Fox (Lancaster University)    

(Bio) I am a PhD researcher in Department of Linguistics and English Language and the ESRC Centre for Corpus Approaches to the Social Sciences (CASS) at Lancaster University. My research investigates phraseological competence in L1 and L2 spoken English while collaborating with Trinity College London to consider implications for language testing.   

(Title) Examiner and candidate collocation use in the Trinity Lancaster Corpus

(Abstract) Developing collocational usage is now widely considered important for language learners to increase their fluency and ‘natural-sounding’ spoken language, or overall phraseological competence. The Trinity Lancaster Learner Corpus contains both candidate and examiner language, engaging in dialogic tasks from the Graded Examinations in Spoken English (GESE). This research investigates how language is co-constructed within this highly interactional examination by focusing on the use of collocations by the two groups in both examiner-led and candidate-led tasks. The research implications will help inform language testing and examiner training.

(7) Yuka Ishikawa (Nagoya Institute of Tech) and Tomiko Komiya (Okazaki Women's Junior College)

(Bio) Dr. Yuka Ishikawa is Professor of English and Linguistics at Nagoya Institute of Technology. Her recent publications include "ESP Goi Kenkyu No Chihei" (New Horizon in ESP Vocabulary Studies) (Kinseido, 2018). Prof. Tomiko Komiya recently published "Kokusai eigo ron de kawaru nihon no eigo kyoiku" (World Englishes and the Changing English Education in Japan) (Kuroshio Shuppan, 2016).

(Title) Possibilities of ESP "Learner" Corpus: Collecting and Analyzing the Abstracts of Engineering Papers Written by Young Researchers

(Abstract) This paper introduces a corpus of abstracts taken from engineering papers. This presentation is based on her kakaenhi-research project to develop an online support system for Japanese young engineers who like to wirte their MA and/or Ph. D theses in English.

(8) Aika Miura (Rikkyo University)

(Bio) Aika Miura, Ph.D., is an associate professor of Center for Foreign Language Education and Research, Preparatory Office at Rikkyo University. Her work focuses on corpus-based approaches to interlanguage pragmatics. She specializes in exploring criterial pragmalinguistic features of requestive speech acts produced by Japanese learners of English at different proficiency levels.   

(Title) Criterial Pragmalinguistic Features of Requestive Speech Acts Produced by Japanese Learners of English   

(Abstract) This study aims to extract criterial pragmalinguistic features of requestive speech acts produced by Japanese learners of English at the CEFR A1, A2, and B2 levels. The author identified the linguistic patterns of requests in the shopping role-play tasks of the NICT JLE Corpus. A1 learners produced significantly higher ratios of ellipses, phrases with topic-comment structures (e.g., “Color is brown.”), and declarative statements (e.g., “I take it.”) than A2 learners who started to show modality such as “will” and “would like."  B1 learners produced the use of “can” and “could” in interrogatives three times more than A1 and A2 learners.

(9) Kunihiko Miura (The University of Shimane)

(Bio) Kunihiko Miura is a professor at the University of Shimane, Japan. He earned a Master's degree (TESOL) from the University of Birmingham in 2004 and a Ph.D. degree
(English Linguistics) from Daito Bunka University in 2018. His research interests include Corpus Linguistics, especially Learner Corpus and data-driven learning (DDL).   

(Title) Developing semantic-based DDL based on comparative study of verb use between British & Japanese students    

(Abstract) This study aims to investigate characteristic verbs and to compare them by building three specialized corpora which were created by collecting the written language of British elementary & lower secondary school students as well as Japanese lower secondary school students. This study also suggests semantic-based data-driven learning (DDL) for Japanese EFL learners at elementary & lower secondary school levels. The results clarified characteristic verbs among these three corpora. Furthermore, this study suggests semantic-based DDL adopting characteristic verb use among British students as a target model language to widen the knowledge of verbs for Japanese EFL learners.

(10) Atsushi Nakanishi (Kobe University)

(Bio) Atsushi Nakanishi is a second year PhD student at Kobe University. His interests cover corpus linguistics and applied linguistics. His doctoral research investigates the use of prepositions by Japanese learners of English.   

(Title) The Use of Prepositions by Japanese Learners of English: From the Viewpoint of Sophisticated Contrastive Interlanguage Analysis   

(Abstract) Prepositions are said to be one of the difficult grammatical categories to acquire for Japanese learners of English (JLE) (Hayashi, 2001). Nakanishi (2017) reports that typical JLE underuse prepositions in general. In order to find out whether this tendency is equally seen in all English learners, this study is conducted on the basis of Multi-layered Contrastive Interlanguage Analysis (MCIA) (Ishikawa, 2013). According to the results of our tentative analysis, JLE use more prepositions than Chinese and Korean learners of English. Also, JLE at the higher proficiency level use 9% more prepositions than those at the lower level.

(11) Masumi Narita (Tokyo International University)

(Bio) Masumi Narita is a professor of the School of Language Communication at Tokyo International University, Japan. She received her Ph.D. from Nagoya University, Japan. Her main research interest is in exploring the developmental nature of second language (L2) writing abilities using learner corpora and corpus analysis tools.   

(Title) Structural Distributions of Antecedents of the Anaphoric Demonstrative “This” in Academic Writing by Japanese and Native English Writers   

(Abstract) Previous studies have revealed that the use of the anaphoric demonstrative “this” as a pronoun is prominently observed in academic writing by native English writers. The present study investigated how Japanese university students tend to use the anaphoric demonstrative “this” in the sentence-initial position in argumentative essays. Structural distributions of the anaphoric referents were analyzed in a focused manner. The comparable writing data were drawn from the International Corpus Network of Asian Learners of English. Japanese university students were found to underuse the anaphoric demonstrative “this” and show less extended clausal reference than native English writers.

(12) Laurence Newbery-Payton, and Keiko Mochizuki (Tokyo University of Foreign Studies)

(Bio) Laurence Newbery-Payton is a PhD candidate at Tokyo University of Foreign Studies. His research interests include comparative linguistics and learner corpora.  Keiko Mochizuki is Professor of Linguistics at Tokyo University of Foreign Studies. Her research interests include comparative linguistics (English, Chinese and Japanese) and learner corpora studies.

(Title) L1 Influence on Use of Tense/Aspect by Chinese and Japanese Learners of English

(Abstract) This study analyzes the use of tense/aspect by L1 Chinese and L1 Japanese English majors in a translation task. L1 Chinese learners tend to overgeneralize future and modal markers when expressing habitual aspect, overuse the perfect to express experiential aspect, and omit past tense marking in phrases including temporal adverbials. In contrast, L1 Japanese learners exhibit non-use of habitual aspect markers and erroneous tense marking in relative clauses. Errors common to both groups relate to idiosyncrasies of the English tense/aspect system. These results provide evidence for L1 influence on L2 English tense/aspect acquisition and pose implications for language pedagogy.

(13) Allan Nicholas, and John Blake (University of Aizu)

(Bio) Allan Nicholas is an associate professor at the Center for Language Research, University of Aizu. His research interests include pragmatics, assessment, corpus linguistics and EFL. John Blake is also an associate professor at the Center for Language Research, University of Aizu.   

(Title) Annotating Pragmatic Errors in a Japanese Learner Corpus of English Emails   

(Abstract) This paper focuses on ameliorating the subjectivity in judgment calls annotators make when assigning labels to pragmatic errors in a Japanese learner corpus of English email writing. The annotations focus on pragmatic competence – the relationship between social context and language choices – and pragmatically inappropriate features. The veracity of the annotations is contingent on the development of an appropriate annotation tagset, schemata and protocol. During a pilot study, the tagset and schemata were created using a corpus-driven grounded approach. The annotation protocol was also formalized into a booklet. The trade-off between granularity and reliability will be discussed.

(14) Castrenze Nigrelli (University of Palermo)

(Bio) Castrenze Nigrelli received his Ph.D in "Studi letterari, filologico-linguistici e storico-culturali" at the University of Palermo (Palermo, Italy) in 2019, after his Bachelor’s and Master’s degrees in Classics, and another Master in L2 Italian teaching at the same University. He is author of papers and he is interested in Linguistics.     

(Title) Plurilinguals learning L2 Italian: illiteracy matters   

(Abstract) In order to investigate the role of illiteracy in L2 Italian acquisition, the paper aims at analyzing the oral productions of L2 Italian learners with equal L1 but different in level of education, i.e. low educated vs. non-educated. The learners’ productions are collected through semi-structured video interviews, and show significant differences depending on (il)literacy, which is the only parameter differentiating the learners’ profile. The interviews are transcribed and studied taking into account also non-verbal aspects of the oral interactions, in order to grasp the data as a whole.

(15) Kristina Hmeljak Sangawa (University of Ljubljana/ Visiting researcher at NINJAL)

(Bio) BA (Eng. translation) U. of Trieste (Italy), MA (Japanese language teaching) U. of Tsukuba (Japan), PhD (Linguistics) U. of Ljubljana. I have been teaching Japanese language and translation at U. of Ljubljana since 1996. Main research interests: Japanese language learning resources, translation, bilingual lexicography.   

(Title) A corpus of written Japanese as a foreign language   

(Abstract) To investigate the development of written L2 Japanese, we have been collecting writings by beginning to intermediate students of Japanese as a foreign language at the University of Ljubljana over the past two decades. The corpus consists of ca. 500 short texts (homework and exam papers) by 200 students. The corpus is in part longitudinal, as ca. 10 of the students have contributed writings over a three year span. We present the problems we faced designing the annotation scheme, our tentative solutions, and the possible uses of our corpus with reference to other existing corpora of L2 Japanese.

(16) Pilar Valverde (Kansai Gaidai University)

(Bio) Pilar Valverde has a Ph.D. in Spanish Language from the University of Santiago de Compostela and has been teaching Spanish in Japan since 2010. Her research combines Corpus Linguistics, Natural Language Processing and Foreign Language Teaching and is currently working on the creation of a learner corpus of Spanish in Japan.   

(Title) CELEN, a Learner Spanish Written Corpus in Japan for Pedagogical Purposes

(Abstract) The poster presents the development of local learner corpora of Spanish in Japan in order to promote and facilitate the use of learner corpora for language teachers. We have collected data during one academic year at two institutions where Spanish is taught in two different modalities: at Kansai Gaidai University (1,840 texts, 459 learners, 140,801 words), where Spanish is offered as a 4-year major, and at Kyoto University (2,111 texts, 278 learners, 144,060 words), where Spanish is offered as a second foreign language.

(17) Zhang Jingxin, Xiao Jinlian, Deng Qi, Wang Szuhung, & Maiko Ishida (Kobe Univ Graduate Students)

(Bio) ZHANG Jingxin, XIAO Jinlian, DENG Qi, WANG Szuhung, & Maiko Ishida belong to Graduate School of Intercultural Cultures at Kobe University. Zhang and Wang are interested in Japanese onomatopoeia expressions, Xian in Japanese stance marking, Wang in Japanese lexis with foreign origins, and Ishida in English education for Japanese elementary school students.

(Title) Using learner corpus for studies in foreign language teaching

(Bio) Five presenter introduce how they utilize corpus data to pursue their own research questions. This presentation illustrates that corpus technique can be applied to varied studies related to aspects of language education.

We now welcome your submission for the LCSAW4 poster session.

LCSAW4 Poster Session CFP
+ Date: Sunday, September 29, 2019
+ Venue: Kobe University Centennial Hall
+ Presentation Type: Poster
+ Language: English
+ Topic: Studies related to L2 learner corpus
+ Publication : Online proceedings with ISSN will be published.
+ Submission : Please send your abstract and short-bio from http://bit.ly/lcsaw4 by 20 May 2019
                          If you cannot access the site, please contact the organizer (iskwshin@gmail.com)
+ Notice of acceptance: By the end of May 2019
+ Fee: Free

Previous Conferences

LCSAW 3 (2017)
LCSAW 2 (2014)
LCSAW 1 (2013)

LCSAW 3 (2017)
+ Date: August 4, 2017
+ Venue: Centennial Hall, Kobe University
+ Theme: Collection, Analysis, and Evaluation of L2 Learner Speeches: Interface between English Learner Corpus Studies and Japanese Learner Corpus Studies
+ Conference Language: Japanese
+ Invited Speakers: Kumiko Sakoda (Japan), Rie Koizumi (Japan), Hiroyuki Yamauchi (Japan), Masumi Narita (Japan), Chiaki Iwai (Japan)
+ Conference Program: Here
+ Publications: Ishikawa, S. (Ed.). (2018). Learner Corpus Studies in Asia and the World Vol.3. Papers from LCSAW2017. Kobe, Japan: Kobe University. (450 pages).

+ Presented Papers at LCSAW2017
Design of the ICNALE Spoken Dialogue : For Studies of L2 Oral Production in Dialogues
Shin'ichiro ISHIKAWA

Recent Studies on Speaking Assessment Using Paired and Group Oral Tasks

How We Can Foster Japanese EFL Learners' Writing Proficiency

Practice and Effects of an Intercollegiate Oral Presentation and Performance (OPP) Event : Implications to Develop Learners' English Speaking Ability
Chiaki IWAI

How to build and to use the learners'oral/ written data, in the case of I-JAS? : An investigation of language transfer in I-JAS data, focusing on expressions of request

Dialog-type Task in Japanese OPI : Mechanisms to Extract Utterances

An Analysis of Phrasal Verbs Used by Japanese EFL Learners:Based on Spoken Learner Corpora and Authorized English Textbooks
Yasutake ISHII

A Longitudinal, Corpus-Based Analysis of Japanese EFL Learners' Development of English Verb Use
Kunihiko MIURA

What University Students Think about English Learning: The Influence of Learners' Proficiency, Sex,a nd Major Analysis of Corpus of English Essays on "My English Learning"Written by Engineering Students

An Analysis of Prepositional Phrases in Japanese Learners' Writing in English : Focusing on 3-word Clusters of "in", "on", "at

An Analysis of Raters' Comments on Japanese Opinion Essay
Ikuko IJUIN, Kazuko KOMORI, Megumi OKUGIRI

The Usage of Japanese Subsidiary Verb -te simau -in the Utterances of L2 Learners : Compared with Japanese Native Speakers

An investigation of the linguistic features of B1 level of the JF Standard for Japanese Language Education. : An analysis based on the writing data by Japanese language learners
Hiroaki HATANO

Acquisition ofl-adjectives by Chinese Learners of Japanese as a Second Language : An Attempt to Construct an Acquisition Model Based on the Longitudinal and the Cross-Sectional Data

Use of Onomatopoeia by Chinese Learners of Japanese Seen in the International Corpus of Japanese as a Second Language : A Study Based on Comparisons with Korean and English Learners of Japanese as well as Japanese Native Speakers
Jingxin ZHANG

Use of Katakana Loan-words by Chinese Learners : An Analysis Based on the I-JAS

The Study of the Collocation Errors Committed by Chinese Learners of Japanese and Their Causes : Perspectives on Image Schema
Wnxin LI

A New Japanese Teaching Material for Advanced Japanese Language Learners : Based on Questionnaires to Learners and Comment Survey Result
Shilin SUI

The Trials and Analysis of Data Collecting Under the Delayed Utterance Environment : The Use of the Function of Voice Message of WeChat
Xiao TAN

Method of Frequency Comparison According to the Level in Learner Corpus
Hideaki MORI

At LCSAW 2017

Previous Conferences

LCSAW 2 (2014)
LCSAW 1 (2013)

LCSAW 2 (2014)
+ Date: May 31 to June 1, 2014
+ Venue: Centennial Hall, Kobe University
+ Theme: Development of L2 Speech Corpus
+ Conference Language: English
+ Invited Speakers: Dr. Tony McEnery (UK), Dr. Andrew Hardie (UK), Dr. Tomoko Kaneko (Japan)
+ Conference Program: Here
+ Publications: Ishikawa, S. (Ed.). (2014). Learner Corpus Studies in Asia and the World Vol.2. Papers from LCSAW2014. Kobe, Japan: Kobe University. (450 pages). 

+ Presented Papers at LCSAW2014
The Development of Corpus Linguistics in English and Chinese Contexts
Tony MCENERY, Richard XIAO

XML Encoding for Spoken Learner (and Other) Corpora ―A Modest Approach―

Design of the ICNALE-Spoken: A New Database for Multi-modal Contrastive Interlanguage Analysis
Shin’ichiro ISHIKAWA

Arabic Learner Corpus (ALC) v2 ―A New Written and Spoken Corpus of Arabic

Designing and Compiling an EFL Spoken Corpus for Assessment and Pedagogical
Kornwipa POONPON

Building and Analysis of Asian English Speech Corpus: Japanese Speakers’Phonemic Recognition of English Consonants
Mariko KONDO, Hajime TSUBAKI, Takayuki KONISHI, Yoshinori SAGISAKA

A Design of the Spontaneous Chinese Learner Speech Corpus
Chen-huei WU, Chilin SHIH

Ordering of Elements in Learner Corpora
Michael BARLOW

Uncovering Collocation Errors by Using Automatic Collocation Extraction and Comparison
Hao-jan CHEN

Automatically Identifying the Syntactic Criterial Features and Error Patterns in the LTTC Learner English Corpus
Zhao-Ming GAO

A Machine Learning Approach to the Effects of Writing Task Prompts
Yuichiro KOBAYASHI, Mariko ABE

Building a Paraphrase Dataset for Language Learners: Paraphrase Extraction with
Document Structure Model
Wangjie WANG

Chinese Adverb Processing in Japanese-to-Chinese Machine Translation
Ying ZHANG, Gaojie PENG

Relationship between Questions and Responses in LINDSEI Japanese Subcorpus

A Preliminary Investigation of /CC/ Clusters Acquisition by Japanese Learners ofFrench Using Oral Corpora ―Methodological Insights―
Sylvain DETEY, Mariko KONDO, Isabelle RACINE, Yuji KAWAGUCHI

Is VOICE a Good Role Model for English Users in Japan?
Toshihiko UEMURA

Analyzing Speech Pauses and Facial Movement Patterns in Multimodal Public Speaking Data of EFL Learners
Miharu FUYUNO, Yuko YAMASHITA, Yoshikiyo KAWASE, Yoshitaka NAKAJIMA

Gender Differences in the ICNALE-Spoken Baby ― Who Uses Hesitators and

Assessing Lexical Diversity Measures in Short Second Language Production ―UsingJapanese EFL Essay Writing in the ICNALE―
Takumi ISHII

Author Stance in Doctoral Dissertations of Native and Non-Native Speakers of
English ―A Corpus-Based Study on Epistemic Nouns―
Reyhan AĞÇAM

The Use and Misuse of the Aspect Form –teiru by Learners of Japanese as a SecondLanguage

Persuasive Features in Reviews Written by EFL Students

A Corpus-Driven Study of the Use of Linking Adverbials Between Native Speakers
and EFL Learners ―What is Missing?―
Ignace Yuan-peng FAN

A Learner Corpus Investigation on the Use of Adverb Types in Academic VocabularyM. Pınar BABANOĞLU

Asian Learners’ Use of Prepositions and -ly Adverbs ―A Study Based on the
Takashi OGATA, Koichi KAWAMURA

A Corpus-based Study on Chinese EFL Learners’ Usage of Preposition from Coselection Theory
Haixi GONG, Jianguo TIAN

Study on Collocational Framework of Chinese English Learners from the Perspective of Phraseology
Xin CHEN, Jianguo TIAN

A Comparison of Phrase Structures in Learner and Native English Writing
Daisuke ABE

Key Colligation Analysis of 10 Types of Asian Learner English and Two Types of
Native English
Nozomi MIKI

Japanese Learners and the S-genitive: A Corpus-based Study
Simon COLE

A Corpus-based Comparative Study on Malaysian Learners’ Writing
Siti Aeisha JOHARRY

Re-investigating the Grammatical Features of Philippine English

At LCSAW2014

Previous Conferences

LCSAW 1 (2013)

LCSAW 1 (2013)
+ Date: March 23-24, 2013
+ Venue: Centennial Hall, Kobe University
+ Invited Speakers: Dr. Sylviane Granger (Belgium), Dr. Andy Kirkpatrick (Australia), Dr. Vincent Ooi (Singapore), Dr. Yukio Tono (Japan)
+ Conference Program: Here
+ Publications: Ishikawa, S. (Ed.). (2013). Learner Corpus Studies in Asia and the World Vol.1. Papers from LCSAW2013. Kobe, Japan: Kobe University. (300 pages). 

+ Presented Papers at LCSAW2013
The Passive in Learner English: Corpus Insights and Implications for
Pedagogical Grammar
Sylviane GRANGER

The Asian Corpus of English: Motivation and Aims

Lexical Priming and Asian Learners of English
Vincent OOI

Exploring the ICNALE ―How to make the most of its design features―
Yukio TONO

Using Multivariate Statistical Techniques to Analyze the Writing of East Asian
Learners of English
Mariko ABE, Yuichiro KOBAYASHI, Masumi NARITA

Recurrent Word Clusters Used by Asian Learners―A Statistical Study of

Clustering of Asian Learners of English―A Study Based on the ICNALE―

The ICNALE and Sophisticated Contrastive Interlanguage Analysis of Asian
Learners of English
Shin’ichiro ISHIKAWA

The be Verb Omissions among Advance L1-Malay ESL Learners―What
Corpus-based Study Can Reveal―
Roslina ABDUL AZIZ, Zuraidah MOHD DON

Contrastive Analysis of the Use of Lexical Verbs and Verb-noun Collocations in
Two Learner Corpora―WECMEL vs. LOCNESS―
Shazila ABDULLAH, Noorzan Mohd. NOOR

Intelligibility and Acceptability of Collocations from an EIL Perspective ―A
Study Based on a Corpus of Speech by Japanese Learners of English ―

Data Collection and Annotation of Relatively Spontaneous and Relatively
Extended Elicited Utterances by English Learners in Undergraduate Japanese
Mayumi KAWAMURA, Daisuke YOKOMORI, Masanori SUZUKI, & Yasunari

Comparative Lexical Frequency Analysis of East Asian and Middle Eastern
Corpora: Motivated by the Extremely Short Story Competition [ESSC]
Peter John HASSALL

Pedagogical Implications of the Corpus-based Investigation of Discourse
Lan-fen HUANG

A Corpus-based Study on the Use of Phrasal Verbs by Malaysian Learners of
English: The Case of Particle up

L2 to L3 Transfer: Learner Corpora Analyses

The ESSC as a Tool for Understanding Writers’ Lives and
Society―Comparison of Young People in the United Arab Emirates and Japan
by Examining Each Country’s ESSC Stories―

At LCSAW 2013