The Routledge Handbook of Corpus Linguistics

Contributors

Annelie Ädel’s main research areas are discourse and text analysis, corpus linguistics and English for academic purposes (EAP). She earned her PhD in English Linguistics in 2003 at Göteborg University, Sweden. For five years she was affiliated with universities in the US, first as a visiting scholar at Boston University, then as a postdoctoral fellow at the University of Michigan’s English Language Institute (ELI), and then as Director of Applied Corpus Linguistics at the same institute. This last position involved managing and developing the corpus-linguistic projects of the ELI, such as MICASE (the Michigan Corpus of Academic Spoken English) and MICUSP (the Michigan Corpus of Upper-level Student Papers). Currently, Ädel is a research fellow in the Department of English at Stockholm University, Sweden. Her book-length publications include the monograph ‘Metadiscourse in L1 and L2 English’ (John Benjamins, 2006) and ‘Corpora and Discourse: The Challenges of Different Settings’, a volume co-edited with Randi Reppen (John Benjamins, 2008).

Svenja Adolphs is Associate Professor in Applied Linguistics at the University of Nottingham, UK. Her research interests are in corpus linguistics and discourse analysis, and she has published widely in these areas. Recent books include Introducing Electronic Text Analysis (Routledge, 2006) and Corpus and Context: Investigating Pragmatic Functions in Spoken Discourse (John Benjamins, 2008). A particular focus of this work has been on the exploration of linguistic patterns in specific domains of discourse, in particular in the area of health communication. She has been involved in a range of corpus development projects, including the development of a multi-modal corpus of spoken discourse. This resource has led to a number of studies on the relationship between language and gesture, and on the way in which prosodic information might be used to analyse multi-word expressions in spoken interaction. She is working on a project which explores the relationship between language use and measurements of different aspects of context gathered from multiple sensors in a ubiquitous computing environment.

Carolina P. Amador-Moreno is a lecturer in the Department of English at the University of Extremadura, Spain. After completing her PhD, she joined the Department of Languages and Cultural Studies at the University of Limerick, where she taught for three years. Before returning to Extremadura, she was also a lecturer at University College Dublin. Her research interests centre on the English spoken in Ireland and include sociolinguistics, stylistics and pragmatics as well as corpus linguistics. She is a member of the IVACS (Inter-Varietal Applied Corpus Studies) research centre, and an associate member of CALS (Centre for Applied Language Studies), at the University of Limerick. She is the author of The Use of Hiberno-English in Patrick MacGill’s Early Novels: Bilingualism and Language Shift from Irish to English in County Donegal (Edwin Mellen, 2006), and has also co-edited The Representation of the Spoken Mode in Fiction (Edwin Mellen, 2009).

Gisle Andersen is the author of Pragmatic Markers and Sociolinguistic Variation – A Relevancetheoretic Approach to the Language of Adolescents (John Benjamins, 2001) and he has coauthored Trends in Teenage Talk – Corpus Compilation, Analysis and Findings (with Anna-Brita Stenström and Ingrid Kristine Hasund; John Benjamins, 2002). He has also co-edited Pragmatic Markers and Propositional Attitude (with Thorstein Fretheim; John Benjamins, 2000). Andersen has published articles on different topics relating to spoken interaction, with a specific focus on the use of corpora for studies in pragmatics, discourse analysis and sociolinguistics. His work also focuses on written communication, lexicography and terminology, and the influence of English on Norwegian language. Andersen has been deeply involved in various corpus compilation projects, including COLT (The Bergen Corpus of London Teenage Language) and the Norwegian Newspaper Corpus, and he has coordinated and participated in projects within language technology and language resources. He is a participant in various projects funded by the European Commission and the Norwegian Research Council. Andersen is also a board member of the ICAME organisation (International Computer Archive of Modern and Medieval English).

Guy Aston began his academic career in Italy in the 1970s. After studying applied linguistics with Henry Widdowson in Edinburgh and London, and coordinating the PIXI research group on the contrastive pragmatics of interaction, he taught English Language and Computer-Assisted Translation to trainee interpreters and translators at the University of Bologna. Over the last fifteen years, he has worked extensively on the uses of corpora in language and translation teaching and learning, particularly in the contexts of the British National Corpus project, the Teaching and Language Corpora conferences, and the Corpus Use and Learning to Translate (CULT) workshops. His research interests concern the roles of corpora in developing learner fluency in speech and writing.

Sarah Atkins is an ESRC postgraduate research student at the University of Nottingham where she is completing her PhD studies on the language of peer-led health advice groups on the Internet. She has broad research interests in the field of discourse analysis, specialising in particular in the language of healthcare and the sociolinguistics of Internet communication as well as deixis and the semiotics of space in various modes of discourse. She has published on the topics of vague language in healthcare with Kevin Harvey (in Joan Cutting (ed.) Vague Language Explored; Palgrave, 2007) and with Ronald Carter on creative language use (in James Paul Gee and Michael Handford (eds) Routledge Handbook of Discourse Analysis; Routledge, forthcoming). She has, further, completed research projects on behalf of the University of Nottingham, studying the indexing of gender in workplace talk in the Cambridge and Nottingham Spoken Business English Corpus (CANBEC), and an ESRC research position at the British Library on the framing of the stem cell research debate in the British media.

Fiona Barker joined Cambridge ESOL after gaining a PhD in Language Description and Corpus Linguistics from Cardiff University and teaching in the UK secondary sector. She has published several peer-reviewed articles (in journals such as Assessing Writing and Modern English Teacher) and several chapters in edited volumes on corpus analysis within Systemic Functional Linguistics and Language Testing and Assessment. She has presented on related topics at an invited plenary, workshops and conferences. At Cambridge ESOL, Fiona develops corpora of learner output and exam materials and works with internal and external researchers on various corpus-informed projects. She is editor of Cambridge ESOL’s quarterly publication Research Notes, which reports on a wide range of research and validation activities in language assessment. Her research interests include the use of corpora in testing, learner corpus development, comparative analysis of learner speech and writing, and vocabulary range/growth. She is currently developing the range of exams in the Cambridge Learner Corpus and its spoken equivalent and is working with English Profile colleagues to describe the lexis of the Common European Framework of Reference (CEFR) levels, using a corpus-informed approach.

Douglas Biber is Regents’ Professor of English (Applied Linguistics) at Northern Arizona University. His research efforts have focused on corpus linguistics, English grammar and register variation (in English and cross-linguistic; synchronic and diachronic). He has written 13 books and monographs, including academic books published with Cambridge University Press (1988, 1995, 1998, 2009), John Benjamins (2006, 2007) and the co-authored Longman Grammar of Spoken and Written English (1999).

Ronald Carter is Professor of Modern English Language at Nottingham University. He has written and edited more than fifty books in the fields of language and education, applied linguistics and the teaching of English. Recent books include: Language and Creativity (Routledge, 2004), Cambridge Grammar of English (with Michael McCarthy; Cambridge University Press, 2006) and From Corpus to Classroom (with Anne O’Keeffe and Michael McCarthy; Cambridge University Press, 2007). Professor Carter is a fellow of the Royal Society of Arts, a fellow of the British Academy for Social Sciences and was chair of the British Association for Applied Linguistics (2003–6).

Angela Chambers is Professor of Applied Languages and Director of the Centre for Applied Language Studies in the University of Limerick, Ireland. She completed her BA and PhD at Queen’s University Belfast, and worked in the universities of Bordeaux, Ulster and Lille III. She joined the University of Limerick as senior lecturer in French in 1990, and was appointed a professor in 2002. She has co-edited a number of books and published several articles on aspects of language learning, in particular Computer-Assisted Language Learning. Her research focuses on the use of corpus data by language learners. She has created two corpora for use by language learners, of journalistic discourse in French and academic writing in French. In 1998, she was awarded the honour of Chevalier dans l’Ordre des Palmes Académiques, a French government honour awarded for services to the French language and to education.

Winnie Cheng is a Professor, and the Director of Research Centre for Professional Communication in English (RCPCE), in the Department of English, The Hong Kong Polytechnic University. Her research interests include corpus linguistics, discourse intonation, conversation analysis, (critical) discourse analysis, pragmatics, intercultural communication, professional communication, lexical studies, collaborative learning and assessment, and online learning and assessment. She has published widely in the leading applied linguistics, pragmatics, corpus linguistics and higher education journals. Her book Intercultural Communication (2003) and co-authored book A Corpusdriven Study of Discourse Intonation (2008) are both published by John Benjamins. Together with Martin Warren and Chris Greaves, she has published papers on concgrams. She is the chief editor of the Asian ESP Journal.

Brian Clancy teaches in the areas of academic writing and support at Mary Immaculate College, University of Limerick, Ireland. He is currently completing his PhD research, which is a comparative analysis of Southern-Irish family discourse from two distinct socio-cultural groups. He has published articles and book chapters on various aspects of discourse analysis such as politeness strategies in family discourse and the exchange structure in casual conversation. His research interests include discourse in intimate settings, small corpora and language varieties. He is also involved in research projects on academic discourse, both spoken and written, and has published in this area. He is co-author, with Anne O’Keeffe and Svenja Adolphs, of Introducing Pragmatics in Use (Routledge, forthcoming 2010).

Susan Conrad is Professor of Applied Linguistics at Portland State University, Portland, Oregon, USA. She has used corpus linguistics techniques to study how English grammar is used in a variety of contexts, from general conversation to engineering documents. Her publications include the Longman Grammar of Spoken and Written English, Corpus Linguistics: Investigating Language Structure and Use and Register, Genre, and Style, as well as the ESL/EFL student text Real Grammar: A Corpus-based Approach to English and other books and articles. Her experiences teaching ESL/EFL grammar and writing classes in southern Africa, South Korea and the US convinced her of the usefulness of corpus techniques even before she became a teacher-trainer and researcher.

Janet Cotterill is a Reader in Language and Communication and Director of Research in Forensic Linguistics at Cardiff University. She is an experienced consultant and expert witness in forensic linguistics and runs a consultancy business. She is the current President of the International Association of Forensic Linguists (IAFL) and member of the Executive Committee. Janet has co-edited The International Journal of Speech, Language and the Law (formerly Forensic Linguistics) and is a founding member of the International Association of Language and Law as well as co-editor of its accompanying e-journal. With a background in translation/interpreting and TEFL/Applied Linguistics, Janet has worked/lived in the UK, France, Egypt and Japan. She has published eight books to date and more than forty articles/book chapters, and is currently working on two new monographs: one on the language of the courtroom and one on the discourse of multiple sclerosis.

Averil Coxhead is a Senior Lecturer in Applied Linguistics in the School of Linguistics and Applied Language Studies, Victoria University of Wellington. Averil developed and evaluated the Academic Word List (AWL) and is the author of Essentials of Teaching Academic Vocabulary (Houghton Mifflin, 2006). She is interested in many aspects of second language lexical studies, including corpus linguistics and EAP, vocabulary use in writing, classroom tasks, vocabulary list development and evaluation, phraseology, and pedagogical approaches to lexis. Her current research projects include vocabulary size measurements, vocabulary teaching and learning in secondary schools, and the collocations and phraseology of the AWL in written texts.

Philip Durrant is currently Visiting Assistant Professor in the Graduate School of Education at Bilkent University, in Ankara, Turkey, where he teaches on the MA programme in Teaching English as a Foreign Language. He has previously taught English as a Foreign Language, English for Academic Purposes, and Applied Linguistics at schools and universities in Turkey and in the UK. Phil studied Philosophy at the University of Sussex and Applied Linguistics at the University of Nottingham, where he completed his PhD on the topic of collocations in second language learning. He also holds a Cambridge Diploma in English language teaching. His main research interests are in corpus linguistics, second language acquisition, English for Academic Purposes, and all aspects of formulaic language. He is particularly interested in how methods and insights from across these areas can be combined to inform the theory and practice of language teaching.

Jane Evison lectures in TESOL in the School of Education at the University of Nottingham. Her teaching interests centre on classroom discourse, pragmatics and grammar, and she has contributed both to the development of the Cambridge Grammar of English (Cambridge University Press, 2006) and to recent corpus-based Englishlanguage teaching materials. Conversational interaction is at the centre of her research, and she is especially interested in how turns open and close. Her research tends to use a combination of corpus analytical techniques and the kind of fine-grained investigation associated with Conversation Analysis and Exchange Structure Analysis. She has used this dual approach to investigate turn construction in informal social conversation and academic encounters in the CANCODE corpus, and to explore identity creation in a smaller corpus of podcast talk which she is developing.

Fiona Farr is Lecturer in English Language Teaching at the University of Limerick, Ireland, where she is also Assistant Dean, Academic Affairs, Faculty of Arts, Humanities, and Social Sciences. She has been involved in teacher education at undergraduate and postgraduate levels for over ten years, and has supervised many students in their MA research projects. She is also currently involved in supervising a number of PhD students researching areas of language teacher education, spoken discourse and ESOL, all of whom employ corpus-based methodologies. She has published in many edited books and in journals such as TESOL Quarterly, The Journal of English for Academic Purposes and Language Awareness. She is co-manager of the Limerick Corpus of Irish–English (L-CIE), and part of the Inter-Varietal Applied Corpus Studies (IVACS) research network, which hosts bi-annual conferences in the field of applied corpus-based research. Her professional and research interests include language teacher education, especially teaching practice feedback, spoken language corpora and their applications, discourse analysis and language variety.

Lynne Flowerdew has published numerous articles on different aspects of corpus linguistics. Her other areas of interest include genre analysis, (critical) discourse analysis, systemic-functional linguistics, EAP/ESP materials and syllabus design. She is a member of the editorial board of TESOL Quarterly, English for Specific Purposes, The Journal of English for Academic Purposes and Text Construction. Her books include Corpus-based Analyses of the Problem-solution Pattern (John Benjamins, 2008).

Gaëtanelle Gilquin is a Research Associate with the Belgian National Fund for Scientific Research (FNRS). She is a member of the Centre for English Corpus Linguistics (Université catholique de Louvain) and the coordinator of the LINDSEI project (Louvain International Database of Spoken English Interlanguage). Her research interests include the use of (native and learner) corpora for the description and teaching of language, as well as the comparison of Learner Englishes and World Englishes. She is also interested in the combination of corpus and experimental data, and more generally in the integration of corpus and cognitive linguistics.

Sylviane Granger is Professor of English Language and Linguistics at the Université catholique de Louvain (Belgium). She is the director of the Centre for English Corpus Linguistics, where research activity is focused on the compilation and exploitation of learner corpora and bilingual corpora. In 1990, she launched the International Corpus of Learner English project, which has grown to contain learner writing by learners of English from nineteen different mother-tongue backgrounds and is the result of collaboration from a large number of universities internationally. She has written numerous articles and (co-)edited several volumes on these topics and gives frequent invited talks, seminars and workshops to stimulate learner corpus research and to promote its application to ELT materials design and development. Her publications include Learner English on Computer (Addison Wesley Longman, 1998), Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching (Granger, Hung and Petch-Tyson (eds); Benjamins, 2002), Lexis in Contrast. Corpus-Based Approaches (Altenberg and Granger (eds); Benjamins, 2002), Corpus-Based Approaches to Contrastive Linguistics and Translation Studies (Granger, Lerot and Petch-Tyson (eds); Rodopi, 2003), Phraseology: An Interdisciplinary Perspective (Granger and Meunier (eds); Benjamins, 2008) and Phraseology in Foreign Language Learning and Teaching (Meunier and Granger (eds); Benjamins, 2008).

Chris Greaves is a Senior Research Fellow in the Research Centre for Professional Communication based in the English Department at The Hong Kong Polytechnic University. His research interests include corpus linguistics, corpus linguistics software development, discourse intonation and phraseology. He has written and developed a number of corpus linguistics computer programs such as ConcGram (ConcGram 1.0: A Phraseological Search Engine) and iConc, which is the software behind another publication (A Corpus-driven Study of Discourse Intonation), both published by John Benjamins.

Michael Handford is Associate Professor in English Language at the University of Tokyo, where he teaches courses on intercultural communication, professional communication, discourse analysis and English as an international language. He regularly conducts consultancy work with Japanese companies which are involved in international business, focusing on interpersonal aspects of communication in company to company relationships. He gained his PhD in Applied Linguistics in 2007 from Nottingham University’s School of English Studies, where he also taught for four years. For his PhD thesis, he developed and analysed CANBEC (the Cambridge and Nottingham Business English Corpus), a one-million-word corpus of authentic spoken business English. He is the author of The Language of Business Meetings (Cambridge University Press, 2010), which combines corpus linguistic and discourse analysis approaches to pinpoint recurrent discursive practices in business meetings, and is coeditor with James Paul Gee of The Routledge Handbook of Discourse Analysis. He has also been involved in developing a specialised multi-modal corpus of international communication in the construction industry.

Kevin Harvey is a lecturer in sociolinguistics at the University of Nottingham. His principal research specialities lie in the field of applied sociolinguistics, discourse analysis and corpus linguistics. His work involves interdisciplinary approaches to professional communication, with a special emphasis on health communication and its practical implications for healthcare deliveries.

Rebecca Hughes is Chair of Applied Linguistics at the University of Nottingham, and Director of the Centre for English Language Education (CELE). Her research interests are in spoken language, academic literacy and internationalisation of higher education. She has published widely in applied linguistics including English in Speech and Writing, Investigating Language and Literature (Routledge, 1996); Exploring Grammar in Context (with Ronald Carter and Michael McCarthy; Cambridge University Press, 2000); Teaching and Researching Speaking (Longman, 2000); TESOL, Applied Linguistics and the Spoken Language: Challenges for Theory and Practice (editor; Palgrave Macmillan, 2006); Exploring Grammar in Writing (Cambridge University Press, 2005). Her work on internationalisation and academic literacy includes articles in the Guardian newspaper, and Higher Education Management and Policy, and participation in the OECD Institute of Managers in Higher Education (presentations on language policy and international collaboration/equity), UNESCO (invited observer), Centre for Educational Research and Innovation (invited observer), and Universitas21 (lecture series on English language policies and the international market for HE).

Susan Hunston is Professor of English Language at the University of Birmingham, UK. She specialises in corpus linguistics and discourse analysis and teaches on courses in these subjects at undergraduate and postgraduate level. She is author of Corpora in Applied Linguistics (Cambridge University Press, 2002), co-author of Pattern Grammar: A Corpus-driven Approach to the Lexical Grammar of English (Benjamins, 1999) and coeditor of Evaluation in Text: Authorial Stance and the Construction of Discourse (Oxford University Press, 2000) and System and Corpus: Exploring the Connections (Equinox, 2005). She has also published numerous articles on the expression of stance or evaluation, especially in academic prose, on the use of corpora to describe the grammar and lexis of English, and on the interface between corpus and discourse studies.

Martha Jones is Head of Teacher Training in EAP at the Centre for English Language Education, University of Nottingham. She directs the Postgraduate Certificate Course in Teaching English for Academic Purposes. She has a Diploma in Advanced Studies in Education, an MA in Language Studies and a PhD in Linguistics, all from Lancaster University. Her research interests are corpus-based analysis of spoken and written discourse and the development and use of multimedia for teaching and teacher training purposes. She has given papers at conferences on corpus analysis of spoken and written discourse, the use of technology in EAP teaching and on the acquisition of academic vocabulary and phrases. She has worked on funded research projects to develop a CD-ROM focusing on the language of academic seminars, a small corpus of spoken discourse and ePortfolio material. She has published chapters in edited publications on the subjects of disciplinary vocabulary in seminars, corpus linguistics, ELT materials development and the use of ePortfolios in teacher education.

Marie-Madeleine Kenning is Senior Lecturer in French and Linguistics at the University of East Anglia, UK. Her research fields include the application of technology to language learning and language teaching, autonomy, materials design, and Englishlanguage teaching in Cambodia. Her interest in corpora led to her involvement in the Lingua project which funded the development of the multilingual parallel concordancer Multiconcord. Among her publications are one of the first books to appear on computer assisted language teaching – An Introduction to Computer Assisted Language Teaching (with M. J. Kenning, Oxford University Press, 1983) – and ICT and Language Learning: From Print to the Mobile Phone (Palgrave Macmillan, 2007), an exploration of the interplay of ICT and language learning.

Dawn Knight completed a PhD in Applied Linguistics at the University of Nottingham entitled ‘A Multi-modal Corpus Approach to the Analysis of Backchannelling Behaviour’ (May 2009). She is currently working as a Research Associate on the ESRCfunded DReSS Project (Understanding New Forms of Digital Record project). This project is part of the National Centre for eSocial Science (NCeSS) Node programme, and has involved staff in the Mixed Reality Lab (MRL) in the School of Computer Science and IT, the School of Psychology and staff from the Centre of Research in Applied Linguistics (CRAL) at the University of Nottingham. In collaboration with members from the project team, she has published a number of articles and delivered a range of papers on the construction and use of multi-modal corpus resources, and how such can assist in our analysis and understanding of the complex relationships between language and gesture in human communication.

Almut Koester is Senior Lecturer in English Language in the School of English, Drama and American and Canadian Studies at the University of Birmingham, where she teaches courses in Discourse Analysis, Genre Analysis, Business English and Applied Linguistics. She has a PhD in Applied Linguistics from the University of Nottingham, for which she investigated naturally occurring workplace conversations using a combination of corpus linguistic and discourse analytic methods. She is author of two books, The Language of Work (Routledge, 2004) and Investigating Workplace Discourse (Routledge, 2006), and she has written for international journals and contributed to edited volumes. Her research focuses on spoken workplace discourse, and her publications have examined genre, modality, relational language, vague language and idioms. She also has many years of experience as a teacher and teacher trainer in General and Business English in France, Germany, the United States and the United Kingdom. She is interested in the application of research in discourse analysis and corpus research to teaching English, and she has run workshops for teachers and written teaching material.

Natalie Kübler started working as an assistant at the Language and Speech Processing Lab at the University of Neuchâtel (Switzerland), finishing her studies in German, Linguistics and French. In 1990, she came to write her PhD at the University Paris 7 with Maurice Gross, while working part-time with François Grosjean at the University of Neuchâtel on a project aiming at automatically correcting grammatical errors made by French and German speakers in English. In 1995, she became a lecturer at the University Paris 13, where she started working on specialised corpora for teaching English to French speakers. In 1999, she moved to the University Paris 7 and started working on corpus use and learning to translate, after having met Guy Aston at the TaLC and CULT conferences at the end of the 1990s. She was the promoter of the MeLLANGE project between 2004 and 2007, in which a learner translator corpus in several European languages was developed. Since 2005, she has been a full professor, teaching corpus linguistics and machine translation to translators. Her current interests mainly deal with the relationship between corpus linguistics and translation theory, and corpus-based writing aids in English for Specific Purposes for Frenchspeakers.

David Y.W. Lee’s primary research interest is in corpus-based language description, ESP/EAP and applied linguistics. He maintains a major resource site for corpus linguists (http://tiny.cc/corpora) that links to corpora, tools, references and related resources. He is currently compiling several research corpora, including CUCASE (City University Corpus of Academic Spoken English), for research on second language speaking and listening; CAWE (Chinese Academic Written English), for research on the dissertation writing of English majors in mainland China; and the Hong Kong component of ICCI (the International Corpus of Cross-linguistic Interlanguage), consisting of children’s English language essays. Before taking up his current position in Hong Kong, he taught linguistics, applied linguistics, English communication and cross-cultural communication at universities in the UK, the US, Japan and Thailand, and also worked as a post-doctoral research fellow at the English Language Institute, University of Michigan, as part of the Michigan Corpus of Academic Spoken English (MICASE) project. He recently co-authored a book on BNCweb, a user-friendly web interface to the British National Corpus (Corpus Linguistics with BNCweb: A Practical Guide (Peter Lang, 2009).

Xiaofei Lu is Assistant Professor of Applied Linguistics in the Department of Applied Linguistics at the Pennsylvania State University, where he teaches undergraduate and graduate-level courses in applied linguistics, corpus linguistics, statistical analysis, computer-assisted language learning and TESL methods. He received his PhD in Linguistics, with a specialisation in Computational Linguistics, from the Ohio State University in 2006. His current research interests include annotation and analysis of native and learner corpora, use of natural language processing technology in computerassisted language learning, and first- and second language lexical and grammatical development. He is a member of the editorial board of The Linguistics Journal and co-chair of the Special Interest Group in Intelligent Computer-Assisted Language Learning of the Computer Assisted Language Instruction Consortium. His publications can be found in the International Journal of Corpus Linguistics, the LDVForum and the proceedings of various international conferences on computational linguistics.

Jeanne McCarten taught English as a foreign language in Sweden, France, Malaysia and the UK before starting a publishing career with Cambridge University Press. As a publisher, she has many years’ experience of commissioning and developing ELT materials, specialising in the areas of grammar and vocabulary. She was also involved in the development of the spoken English sections of the Cambridge International Corpus, including the CANCODE spoken corpus. Currently a freelance ELT materials writer, she is co-author of two corpus-informed projects: the four-level series in North American English, Touchstone, and Grammar for Business, both published by Cambridge University Press.

Dan McIntyre is Reader in English Language and Linguistics at the University of Huddersfield, UK, where he teaches courses on stylistics, corpus linguistics and the history of English. He is the author of Point of View in Plays (John Benjamins, 2006) and History of English: A Resource Book for Students (Routledge, 2008), co-editor of Stylistics and Social Cognition (Rodopi, 2007) and has published widely on stylistics and related areas of language study. He is co-author of Stylistics (Cambridge University Press, 2010) and a co-editor of Teaching Stylistics (Palgrave and the English Subject Centre, 2010). Dan is series editor of Advances in Stylistics (Continuum), and with Lesley Jeffries is co-editor of the Palgrave series Perspectives on the English Language. He holds the post of Treasurer of the international Poetics and Linguistics Association (PALA). He also works on a corpus-based research project investigating discourse presentation in Early Modern English writing.

Rosamund Moon is a senior lecturer in the School of English, Drama, and American and Canadian Studies, University of Birmingham, where she teaches English language and linguistics. Most of her research relates to lexis and phraseology, lexicography, corpus linguistics and figurative language, and she has written over forty papers on these areas. Her publications include the books Fixed Expressions and Idioms in English: A Corpus-based Approach (Oxford University Press, 1998), and, co-authored with Murray Knowles, Introducing Metaphor (Routledge, 2006). She previously worked as a lexicographer for Oxford University Press and HarperCollins, and was one of the senior editors on the Collins Cobuild Dictionary of the English Language (1987: editor in chief, John Sinclair), the pioneering corpus-based dictionary for learners of English.

Mike Nelson has been teaching language for specific purposes in Finland for the last twenty-six years. The need for specific purposes materials and an interest in lexis has been the main driving force behind his research. His Master’s dissertation focused on analysing the needs of students and relating them to current materials, whilst his doctorate looked at the lexis used by business people using a corpus-based approach. He has worked in EAP and has used corpora to study the lexical layering in medical anatomy texts. At present, Mike works in the Language Centre at the University of Turku in Finland.

Kieran O’Halloran is Senior Lecturer in Linguistics in the Centre for Language and Communication at the Open University, UK. He is interested in the application of corpus linguistics to discourse analysis – specifically to critical discourse analysis, literary stylistics and argumentation – as well as cognitive issues in critical discourse analysis. He was co-investigator on an Arts and Humanities Research Council (AHRC)-funded project, The Discourse of Reading Groups (2008). Publications include Critical Discourse Analysis and Language Cognition (Edinburgh University Press, 2003), Applying English Grammar: Functional and Corpus Approaches (with Coffin and Hewings; Hodder Arnold, 2004), The Art of English: Literary Creativity (with Goodman; Palgrave Macmillan, 2006), ‘Researching Argumentation in Educational Contexts: New Directions, New Methods’ (special issue) International Journal of Research and Method in Education, 2008, 31(3) (guest edited with Coffin), and Applied Linguistics Methods: A Reader (with Coffin and Lillis; Routledge, 2009).

Anne O’Keeffe is Senior Lecturer at Mary Immaculate College, University of Limerick, Ireland. She is author of numerous journal articles and book chapters on corpus linguistics, media discourse and on language teaching. She has published three books, Investigating Media Discourse (Routledge, 2006), From Corpus to Classroom with Ronald Carter and Michael McCarthy (Cambridge University Press, 2007) and The Vocabulary Matrix, with Michael McCarthy and Steve Walsh (Heinle, 2009). She has also guestedited Teanga (the Irish Yearbook of Applied Linguistics), Language Awareness and The International Journal of Corpus Linguistics.

Randi Reppen is Professor of Applied Linguistics at Northern Arizona University where she teaches in the MA TESL and PhD in Applied Linguistics programmes. Corpus linguistics is her main area of research. Randi is particularly interested in how to use information from corpus research to inform language teaching and material development. She has recently authored Using Corpora in the Language Classroom (Cambridge University Press, forthcoming).

Christoph Rühlemann has taught English and German as foreign languages for many years in various educational contexts. He has now started to give lectures at the Ludwig-Maximilians-University, Munich, from which he obtained a PhD in English Linguistics in 2006. He has published on a range of topics related to corpus linguistics and conversational grammar, including Conversation in Context. A Corpus-driven Approach published by Continuum in 2007. His research focuses on the intersection of corpus linguistics, sociolinguistics and pragmatics and the applicability of corpus findings to foreign language teaching. He is currently involved in the construction and annotation of a corpus of British conversational narrative, the Narrative Corpus.

Mike Scott’sofficial career has been as a language teacher concentrating on TEFL, and this has taken him to work in Brazil and Mexico, in the 1980s as a specialist in ESP working for the Brazilian National ESP Project, and to a series of countries for research purposes. However, what started as a hobby in the early 1980s has since the mid-1990s become his main research interest: corpus linguistics. He is the author of MicroConcord (with Tim Johns; Oxford University Press, 1993) and WordSmith Tools (Oxford University Press, various editions starting in 1996). This software suite is now widely used for studying patterns of word and phrase in a whole range of languages. Mike Scott is now working at Aston University in Birmingham.

Passapong Sripicharn is a lecturer in the English Department, Faculty of Liberal Arts, Thammasat University, Bangkok, Thailand. He received his PhD in Applied Linguistics from the University of Birmingham, UK. His initial interest in corpus linguistics was on corpus-based materials and the use of DDL activities with Thai learners of English. At present, his research focus ranges from applications of language corpora in EFL writing and lexicology to the use of English and Thai corpora as resources for English–Thai and Thai–English translation, and more recently to the use of specialised corpora in small-scale terminological projects. He also runs introductory and advanced workshops on corpus linguistics with an emphasis on classroom concordancing for postgraduate students, translators, university lecturers and high school teachers in Thailand.

Paul Thompson is the Director of the Centre for Corpus Research at the University of Birmingham. His research interests are: the applications of corpus linguistics, particularly in education; academic literacy; and the uses of computer technologies in language teaching. With Hilary Nesi, he has developed two major corpora of academic English, the British Academic Spoken English (BASE) corpus and the British Academic Written English (BAWE) corpus. He is currently Secretary of the British Association for Applied Linguistics (BAAL), founding convener of the BAAL Corpus Linguistics Special Interest Group and is a co-editor of The Journal of English for Academic Purposes.

Scott Thornbury is Associate Professor of English Language Studies at the New School in New York. Prior to that he taught English and trained teachers in Egypt, UK, Spain and in his native New Zealand. He has written a number of books for teachers on language and methodology, including Beyond the Sentence: Discourse Analysis for Language Teachers (Macmillan, 2005) and Conversation: From Description to Pedagogy (with Diana Slade; Cambridge University Press, 2006). He is interested in discourse analysis, corpus linguistics and pedagogical grammar. He is series editor for the Cambridge Handbooks for Teachers.

Elena Tognini Bonelli holds a Chair in English Language and Linguistics at the University of Siena. She has a PhD from the University of Birmingham, where she spent ten years during the 1990s as a lecturer. She is an Honorary Research Fellow of the University of Birmingham. She is General Editor of the Benjamins Series of Monographs Studies in Corpus Linguistics.

Christopher Tribble is a lecturer at King’s College, London University, where he runs programmes in English for Academic Purposes and Managing and Evaluating Innovation on the MA in ELT and Applied Linguistics, and introductory and advanced courses in Text and Corpus Analysis on the BA in English Language and Communication. He has published and presented widely on the teaching of writing and on corpus applications in language education (most recently with Mike Scott, Textual Patterns: Key Words and Corpus Analysis in Language Education, 2006, in the Benjamins’ Studies in Corpus Linguistics series) and has been a member of the Teaching and Language Corpora organising committee for the past ten years. Apart from this academic work, Chris Tribble is a consultant and trainer in project management and project and programme evaluation, and a documentary photographer specialising in work with development organisations and in theatre and performance.

Elaine Vaughan is Teaching and Learning Advocate at Mary Immaculate College, University of Limerick, Ireland. She completed her PhD research on community and identity in the workplace talk of English language teachers. Her published work has been based around interdisciplinary analyses of institutional discourse and focuses on linguistic markers of identity in the community of practice, such as in-group language, humour and laughter. Her research interests include applying corpus-based methods to the analysis of pragmatic features of spoken language in different settings, the discourses of teaching as a profession and the functions of humour and laughter in conversation.

Thuc Anh Vo is a research student in the School of English Studies at University of Nottingham. Her PhD thesis seeks to explore in depth the potential for creativity in idioms in relation to their internal semantic structures and cognitive motivation, contexts and co-texts, thereby characterising the inherent degrees of creativity in idioms in discourse. Using corpus data and techniques in combination with other discourse analysis methods, the research is also dedicated to detailed observations and assessments of the ‘helpfulness’ of corpus linguistics towards idiomatic creativity studies in particular and creativity studies in general. Before her PhD course, she taught applied linguistics and English communication skills at Vietnam National University.

Brian Walker is a research student in the Department of Linguistics and English Language at Lancaster University. His PhD thesis combines stylistic and corpus-based approaches to investigate the characters in Julian Barnes’ novel Talking It Over.By using a combination of these two different approaches his research explores how stylistics and corpus linguistics can work together in the analysis of literary texts.

Steve Walsh is Senior Lecturer in Applied Linguistics and TESOL and Postgraduate Research Director in the School of Education, Communication and Language Sciences at Newcastle University. He has been involved in English Language Teaching for more than twenty years and has worked in a range of overseas contexts. He has many publications in the areas of classroom discourse, educational linguistics, conversation analysis, second language teacher education and professional discourse and is the editor of the journal Classroom Discourse, published by Routledge.

Elizabeth Walter is a lexicographer and writer. During many years working for publishers her projects have included a huge range of dictionaries: monolingual and bilingual, ELT and native speaker, general and specialist, paper and electronic. For many years, she was senior commissioning editor for dictionaries at Cambridge University Press. With her colleague Kate Woodford, she now runs Cambridge Lexicography and Language Services, an editorial company specialising in lexicography and related projects. She has written and lectured widely on lexicography.

Martin Warren is a professor in Applied Linguistics and a member of the Research Centre for Professional Communication based in the English department at the Hong Kong Polytechnic University. His research interests include corpus linguistics, discourse analysis, discourse intonation, intercultural communication, pragmatics and phraseology. His publications include a number of joint papers with Winnie Cheng based on the Hong Kong Corpus of Spoken English and two books published by John Benjamins – The Features of Naturalness in Conversation (2006) and A Corpusdriven Study of Discourse Intonation (co-authored with Winnie Cheng and Chris Greaves, 2008).