Bibliography

The Michigan Corpus of Academic Spoken English has been used as a resource in the following publications (list from 17 February, 2010). For an up-to-date list of publications and presentations using MICASE, see http://micase.elicorpora.info/micase-publications-and-presentations.

2009/Forthcoming

Csomay, E. A corpus-based look at linguistic variation in classroom interaction: Teacher talk versus student talk in American University classes. Journal of English for academic purposes.

Ellis, N. C. & Simpson-Vlach, R. Formulaic language in native speakers: Triangulating psycholinguistics, corpus linguistics, and education. Corpus Linguistics and Linguistic Theory 5: 61-78.

Lee, J. Size matters: an exploratory comparison of small- and large-class university lecture introductions. English for Specific Purposes 28(1): 42-57.

Reinhardt, J. Directives in office hour consultations: A corpus-informed investigation of learner and expert usage. English for Specific Purposes.

Simpson-Vlach, R., & Ellis, N. C. (in press). An Academic Formulas List (AFL). Applied Linguistics.

Wulff, S., Ellis, N., Römer, U., Bardovi-Harlig, K., & LeBlanc, C. The acquisition of tense-aspect: Converging evidence from corpora and telicity ratings. The Modern Language Journal 93(3): 354-369.

2008

Conrad, S. [Review of the book The MICASE Handbook: A resource for Users of The Michigan Corpus of Academic Spoken English ]. The Modern Language Journal, 92, 155-156.

Ellis, N. C. Simpson-Vlach, R., & Maynard, C. Formulaic language in native and second-language speakers: Psycholinguistics, Corpus Linguistics, and TESOL. TESOL Quarterly 42(3): 375-396. Special Issue on Psycholinguistics and TESOL.

Levis, J. & Cortes, V. Minimal pairs in spoken corpora: Implications for pronunciation assessment and teaching. In C. A. Chapelle, Y.-R. Chung, & J. Xu (Eds.), Towards adaptive CALL: Natural language processing for diagnostic language assessment, pp. 197-208. Ames, IA: Iowa State University.

Louwerse, M., Crossley, S., & Jeuniauxa, P. What if? Conditionals in educational registers. Linguistics and Education, 19(1), 56-69.

Melles, G. Producing fact, affect and identity in architecture critiques: a discourse analysis of student and faculty discourse interaction. Art, Design & Communication in Higher Education, 6(3), 159-171.

O’Grady, W., Nakamura, M., & Ito, Y. Want-to contraction in second language acquisition: An emergentist approach. Lingua, 118(4), 478-498.

Yoo, I. A corpus analysis of (the) last/next + temporal nouns. Journal of English Linguistics, 36 (1), 39-61.

2007

Crawford Camiciottoli, B. The Language of Business Studies Lectures. A corpus-assisted analysis. Amsterdam/Philadelphia: John Benjamins.

Grant, L. In a manner of speaking: Assessing frequent spoken figurative idioms to assist ESL/EFL teachers. System, 35(2), 169-181.

Grieve-Smith, A. The envelope of variantion in multidimensional register and genre analyses. In E. Fitzpatrick (ed.) Corpus Linguistics Beyond the Word: Corpus Research from Phrase to Discourse, pp. 21-42. Amsterdam – New York: Rodopi.

Maynard, C. & Leicher, S. Pragmatic Annotation of an academic spoken corpus for pedagogical purposes. In E. Fitzpatrick (ed.) Corpus Linguistics Beyond the Word: Corpus Research from Phrase to Discourse, pp. 107-116. Amsterdam – New York: Rodopi.

Ruzaité, J. Vague references to quantities as a face-saving strategy in teacher-student interaction. Lodz Papers in Pragmatics, 3, 157-178.

Tao, H. A corpus-based investigation of absolutely and related phenomena in spoken american English. Journal of English Linguistics, 35(1):1-25.

2006

Aixalá, I. “What we mean is actually how we mean.” A contribution to the analysis of sociopragmatic aspects of MICASE discussion sections. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 237-256. Valencia: University of Valencia.

Artiga, R. “I think I know what you are saying.” Epistemic lexical verbs as stance markers in American academic speech. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 209-236. Valencia: University of Valencia.

Artiga León, M. The semantic-pragmatic interface of authorial presence in academic lecturing phraseology. IBÉRIA, 12, 127-144.

Escudero, M. The gender of power relations in academic speech: a cross-disciplinary approach. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 45-58. Valencia: University of Valencia.

Gabás, L. How to arrange MICASE-based pedagogical materials for the teaching/learning of EAP vocabulary. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 257-278. Valencia: University of Valencia.

Guillén, I. The use of ideational grammatical metaphor in academic spoken English. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 153-181. Valencia: University of Valencia.

Hulstijn, J. & Maudet, N. Uptake and joint action. Cognitive Systems Research, 2-3, 175-191 .

Lorés, R. The referential function of metadiscourse: thing(s) and idea(s) in academic lectures. In A, Hornero, M. Luzón & S. Murillo (eds.) Corpus Linguistics: Applications for the Study of English, pp. 315-334. Switzerland: Peter Lang.

Lorés, R. Academic literacy vs academic oracy: signaling nouns as devices of intratranslation. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 89-114. Valencia: University of Valencia.

Meyer, C. Corpus linguistics, the world wide web, and English language teaching. Journal of the European Association of Languages for Spedific Purposes, 12: 9-21.

Murillo, S. The role of reformulation markers in academic lectures. In A, Hornero, M. Luzón & S. Murillo (eds.) Corpus Linguistics: Applications for the Study of English, pp. 353-364. Switzerland: Peter Lang.

Murillo, S. Developing the message: retake phenomena in scientific lectures. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 115-130. Valencia: University of Valencia.

Neumann, C. The complex dynamics of faculty-stude3nt relations in dialogic academic speech events: the research group meeting. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 25-44. Valencia: University of Valencia.

Pérez-Llantada, C. Discourse and the social construction of scientific knowledge: a look at academic vs. professional communities of practice. In M. Carretero, et al. (eds.) A Pleasure for Life in Words: A Festschrift for Angela Downing.

Pérez-Llantada, C. Genre-based pragmatic variability of interactive features in academic speech. In A, Hornero, M. Luzón & S. Murillo (eds.) Corpus Linguistics: Applications for the Study of English, pp. 385-398. Switzerland: Peter Lang.

Pérez-Llantada, C. Signaling speaker’s intentions: towards a phraseology of textual metadiscourse in academic lecturing. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 59-86. Valencia: University of Valencia.

Pérez-Llantada, C. & Ferguson G. (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm. Valencia: University of Valencia. (Further information at http://puv.uv.es)

Plo, R. Vagueness and imprecise numbers in the hard disciplines of the MICASE. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 185-208. Valencia: University of Valencia.

Ranta, E. The “attractive” progressive – why use the -ing form in English as a lingua franca? Nordic Journal of English Studies, 5(12): 95-116.

Vázquez, I. A corpus-based approach to the distribution of nominalization in academic discourse. In A, Hornero, M. Luzón & S. Murillo (eds.) Corpus Linguistics: Applications for the Study of English, pp. 399-416. Switzerland: Peter Lang.

Vázquez, I. A corpus-based approach to nominalization in academic lectures. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 131-152. Valencia: University of Valencia.

2005

Fortanet, I. Interaction in Academic Spoken English: the use of “I” and “You” in the MICASE. In E. Macià, A. Cervera & C. Ramos (eds.) Information Technology in Languages for Spedific Purposes: Issues and Prospects, pp. 35-52. Springer: New York.

Pérez-Llantada, C. From corpus research into language methodology. Discourse structuring words in ESP lecture comprehension. Revista de Inglés para Fins Específicos, 2: 63-70.

Pérez-Llantada, C. Instruction and interaction in an American lecture class. Observations from a corpus. The ESPecialist, 26 (2): 205-228.

Recski, L. Concordâncias, listas de palavras e palavras-chave: o que elas podem nos dizer sobre a linguagem? Literatura y Lingüítica, 16, 249-261.

Recski, L. Introducing the unexpected : a syntactic-semantic account of actually and in fact in a corpus of modern English. The ESpecialist, 26(1): 79-107.

Schleef, E. “The academic lecture in Germany and the US: cross-disciplinary and cross-cultural variation”. In Studies in contrastive linguistics. Proceedings of the 4th International Contrastive Linguistics Conference (Santiago de Compostela, September 2005), ed. by Cristina Mourón Figueroa & Teresa Icíar Moralejo Gárate. Santiago de Compostela: Universidade de Santiago de Compostela, pp. 931-940.

Smet, H. & Cuyckens, H. Pragmatic Strengthening and the Meaning of Complement Constructions. Journal of English Linguistics, 33(1), 3-34.

Swales, J. M.Corpus linguistics and English for academic purposes. In E. Macià, A. Cervera & C. Ramos (eds.) Information Technology in Languages for Spedific Purposes: Issues and Prospects, pp. 19-34. Springer: New York.

2004

Bamford, J. Gestural and symbolic uses of the deictic “here” in academic lectures. In Aijmer, K. & A.-B. Stenström (eds.) Discourse Patterns in Spoken and Written Corpora, pp. 113-138. Amsterdam: John Benjamins.

Chay, Hyun-tahk. Distinctive Usage of Though and Although: Presupposition vs. Assertion. English Language and Linguistics 18: 63-84.

Crawford Camiciottoli, B. Audience-oriented relavance markers in business studies lectures. In G. Del Lungo Camiciotti & E. Tognini Bonelli (eds.) Academic Discourse – New Insights into Evaluation, pp. 81-98. Switzerland: Peter Lang.

Crawford Camiciottoli, B. Interacting with the audience: modal verbs in cross-cultural lectures. In R. Facchinetti and F. Palmer (eds.) English Modality in Perspective. Genre Analysis and Contrastive Studies, pp. 27-43, Franfurt am Main: Peter Lang.

Crawford Camiciottoli, B. Interactive discourse structuring in L2 guest lectures: some insights from a comparative corpus-based study. Journal of English for Academic Purposes, 3(1): 39-54.

Crawford Camiciottoli, B. Metaphor as evaluation in business studies lectures. In L. Anderson and J. Bamfors (eds.). Evaluation in Oral and Written Academic Discourse, pp. 53-71. Roma: Officina Edizioni.

Fortanet, I. The use of ‘we’ in university lectures: reference and function. English for Specific Purposes, 23: 45-66.

Fortanet, I. Verbal stance in spoken academic discourse. In G. Del Lungo Camiciotti & E. Tognini Bonelli (eds.) Academic Discourse – New Insights into Evaluation, pp. 99-120. Switzerland: Peter Lang.

Gómez, I. I think: opinion, uncertainty or politeness in academic spoken English? RAEL: revista electrónica de lingüística aplicada, 3, 63-84

Mauranen, A. Speech corpora in the classroom. In G. Aston, S. Bernardini & D. Stewart (eds.) Corpora and lanuage learners, pp. 195-211. Amsterdam: John Benjamins.

Mauranen, A. “They’re a little bit different”: Variation in hedging in academic speech. In Aijmer, K. & A-B Stenström (eds.) Discourse Patterns in Spoken and Written Corpora, pp. 173-197. Amsterdam: John Benjamins.

Recski, L. Interpersonal engagement in academic spoken discourse: a functional account of dissertation defenses. English for Specific Purposes, 24: 5-23.

Simpson, R. Stylistic features of spoken academic discourse: The role of formulaic expressions. In Connor, U. & T. Upton (eds.) Discourse in the Professions: Perspectives from Corpus Linguistics, pp. 37-64. Amsterdam: John Benjamins.

Swales, J. M.Evaluation in academic speech: First forays. In G. Del Lungo Camiciotti & E. Tognini Bonelli (eds.) Academic Discourse – New Insights into Evaluation, pp. 31-53. Switzerland: Peter Lang.

Swales, J. M. Is the university a community of practice? In S. Sarangi & T. Van Leeuwen (eds.) Applied Linguistics and Communities of Practice, pp. 203-216. London: Continuum.

Swales, J. M. Research Genres: Explorations and Applications . New York: Cambridge University Press. [Chapters 5 and 6 are especially related to MICASE]

2003

Mauranen, A. “But there’s a flawed argument”: Socialization into and through metadiscourse. In Leistyna P. & C. Meyer (eds.) Corpus Analysis: Language structure and use . Amsterdam: Rodopi. pp.19-34.

Mauranen, A. & Bondi, M. Evaluative language use in academic discourse. Journal of English for Academic Purposes, 2(4): 269-271.

Simpson, R. C. and Mendis, Dushyanthi. A corpus-based study of idioms in academic speech. TESOL Quarterly, 37(3): 419-441.

Swales, J. M. & Burke, A. “It’s really fascinating work”: Differences in evaluative adjectives across academic registers. In Meyer, C. & P. Leistyna (eds.) Corpus Analysis: Language structure and use. Amsterdam: Rodopi. pp.1-18.

2002

Mauranen, A. “A good question”: Expressing evaluation in academic speech. In Cortese, G. & P. Riley (eds.) Domain-specific English: Textual practices across communities and classrooms. Frankfurt: Peter Lang. pp.115-140.

Poos, D., & Simpson, R. C. Cross-disciplinary comparisons of hedging: Some findings from the Michigan Corpus of Academic Spoken English. In Reppen, R., Fitzmaurice, S. M., and Biber, D., Using Corpora to Explore Linguistic Variation . Amsterdam: John Benjamins. pp.3-23.

Swales, J. M. Integrated and fragmented worlds: EAP materials and corpus linguistics. In J. Flowerdew (Ed.) Academic Discourse . London: Longman. pp.153-167.

Yaeger-Dror, M., Hall-Lew, L., & Deckert, S. It’s not or isn’t it? Using large corpora to determine the influences on contraction strategies. Language Variation and Change 14: 79-118. Available online at http://www.stanford.edu/~dialect/yaegeretal2002.pdf.

2001

Lindemann, S., & Mauranen, A. It’s just real messy: The occurrence and function of ‘just’ in a corpus of academic speech. English for Specific Purposes, 20 :459-475.

Mauranen, A. Reflexive academic talk: Observations from MICASE. In Simpson, R. C. & J. M. Swales (eds.), pp.165-178.

Mauranen, A. Descriptions or explanations? Some methodological issues in Contrastive Rhetoric. In M. Hewings (ed.) Academic Writing in Context: Implications and applications. Birmingham: The University of Birmingham Press. pp.43-54.

Powell, C., & Simpson, R. C. Collaboration between corpus linguists and digital librarians for the MICASE web search interface. In Simpson, R. C. & J. M. Swales (eds.), pp.32-47.

Simpson, R. C. & Swales, J. M. (eds.) Corpus Linguistics in North America: Selections from the 1999 symposium . Ann Arbor: University of Michigan Press.

Simpson, R. C. & Swales, J. M. North American perspectives on corpus linguistics at the millennium. In Simpson, R. C. & J. M. Swales (eds.), 1-14.

Swales, J. M. Metatalk in American academic talk: The cases of “point” and “thing.” Journal of English Linguistics, 29 :34-54.

Swales, John M. & Malczewski, Bonnie. Discourse management and new episode flags in MICASE. In Simpson, R. C. & J. M. Swales (eds.), pp.145-164.

2000

Simpson, R. C., Lucka, Bret & Ovens, Janine. Methodological challenges of planning a spoken corpus with pedagogical outcomes. In Burnard, Lou & Tony McEnery (eds.), Rethinking Language Pedagogy from a Corpus Perspective : Papers from the third international conference on Teaching and Language Corpora (TALC), 43-49. Frankfurt: Peter Lang.

Doctoral Dissertations

2007

Diniz, Luciana. 2007. Highly frequent function words in the light of the idiom principle. Georgia State University, Atlanta.

Reinhardt, J. Directives usage by ITAs: An applied learner corpus analysis. PhD dissertation, Pennsylvania State University.

2006

Bellés, B. Discourse markers within the university lecture genre: a contrastive study between Spanish and north-American lectures. PhD dissertation, Universitat Jaume I, Castellón, Spain.

2005

Schleef, E. Navigating joint activities in English and German academic discourse: Form, function and sociolinguistic distribution of discourse markers and question tags. PhD dissertation, the University of Michigan, Ann Arbor.

2004

Mendis, D. Bathtubs, black holes and kitchen sinks: Metaphor in academic speech. PhD dissertation, the University of Michigan, Ann Arbor.

Santana-Williamson, E. A comparative study of the abilities of native and nonnative speakers of American English to use discourse markers and conversational hedges as elements of the structure of unplanned spoken American English interactions in three subcorpora of the Michigan Corpus of Academic Spoken English. Doctoral Dissertation, Alliant International University, San Diego.