https://ricl.aelinco.es/index.php?journal=ricl&page=issue&op=feed Research in Corpus Linguistics 2018-08-23T06:47:22+00:00 Javier Pérez-Guerra jperez@uvigo.es Open Journal Systems <p><em><strong>Research in Corpus Linguistics</strong></em> (<em>RiCL</em>, ISSN 2243-4712) is a scholarly peer-reviewed international scientific journal published annually, aiming at the publication of contributions which contain empirical analyses of data from different languages and from different theoretical perspectives and frameworks, with the goal of improving our knowledge about the linguistic theoretical background of a language, a language family or any type of cross-linguistic phenomena/constructions/assumptions. <em>RiCL</em> invites original, previously unpublished research articles and book reviews in the field of Corpus Linguistics. The journal also considers the publication of special issues on specific topics, whose edition can be offered to leading scholars in the field.</p> https://ricl.aelinco.es/index.php?journal=ricl&page=article&op=view&path%5B%5D=61 Spanish (proper noun-head) pseudorelatives: a corpus-based study of frequency 2018-08-23T06:43:24+00:00 Nuria Aldama García aldama2017v5@aelinco.es Antonio Moreno Sandoval moreno2017v5@aelinco.es Abstract – Pseudorelatives (PRs) have been studied from syntactic and semantic perspectives for decades. The literature contains explanations regarding PRs internal structure, the way PRs relate to the matrix predicate, the position PRs can occupy within the matrix clause and the role the head of the PR plays within the embedded clause. PRs processing and attachment have also been studied from diverse psycholinguistic views. However, there is no corpus-based study showing the actual frequency of use of PRs or the register (i.e. written or spoken texts, genres) where these structures are more commonly found. The goal of this paper is to study the frequency of use of a subtype of PRs, namely Spanish PRs having a proper noun within the DP head and the varieties of Spanish where they appear. To do so, two different search patterns based on the most salient syntactic properties of PRs were built up and applied to CORPES XXI. The results extracted from this research process point towards three main ideas. This subtype of PRs is a very low frequency structure in Spanish, texts from the Chilean and the Mexican and Central American linguistic areas contain the highest frequency values and this subtype of PRs is only registered in written texts up to the moment. 2017-12-31T00:00:00+00:00 ##submission.copyrightStatement## https://ricl.aelinco.es/index.php?journal=ricl&page=article&op=view&path%5B%5D=62 Evidentiality across age and gender: a corpus-based study of variation in spoken British English 2018-08-23T06:43:25+00:00 Erika Berglind Söderqvist berlingd2017v5@aelinco.es Abstract – This paper investigates the effects of age and gender on the frequency of the evidentiality categories ‘sensory’, ‘hearsay’ and ‘inferential’ in spontaneous spoken British English. The findings from the main data sample from the British National Corpus (BNC) are also compared to patterns in a smaller data set from the Diachronic Corpus of Present-day Spoken English (DCPSE) in order to estimate the relative effects of age-grading versus historical change. The results confirm statistically significant differences between men and women in their use of evidentiality, but show no significant effect of age or the interaction of age and gender. The comparison of the findings from the BNC data and the DCPSE data suggests that age-related patterns in evidentiality use are more diachronically stable than gender-related patterns. 2017-12-31T00:00:00+00:00 ##submission.copyrightStatement## https://ricl.aelinco.es/index.php?journal=ricl&page=article&op=view&path%5B%5D=63 POS-tagging a bilingual parallel corpus: methods and challenges 2018-08-23T06:43:25+00:00 Irene Doval doval2017v5@aelinco Abstract – This paper reviews the author’s experiences of tokenizing and POS tagging a bilingual parallel corpus, the PaGeS Corpus, consisting mostly of German and Spanish fictional texts. This is part of an ongoing process of annotating the corpus for part-of-speech information. This study discusses the specific problems encountered so far. On the one hand, tagging performance degrades significantly when applied to fictional data and, on the other, pre-existing annotation schemes are all language specific. To further improve accuracy during post-editing, the author has developed a common tagset and identified major error patterns. 2017-12-31T00:00:00+00:00 ##submission.copyrightStatement## https://ricl.aelinco.es/index.php?journal=ricl&page=article&op=view&path%5B%5D=64 Nominalized adverbs in Spanish: the intriguing case of detrás mío and its cohorts 2018-08-23T06:43:25+00:00 David Eddington gandon2017v5@aelinco.es Abstract – Instances of adverbs modified by adjectives (e.g. detrás mío, delante tuyo) were extracted from the Corpus del Español. The corpus analysis reveals that these constructions are attested in all 21 Spanish-speaking countries to varying degrees, but are most frequent in Argentina and Uruguay. Adjectives following the adverbs in questions are predominantly masculine; however, in Peninsular varieties feminine forms are quite common. Although alrededor and lado are both adverbs as well as masculine nouns, they are occasionally followed by feminine adjectives (e.g. al lado suya), which is arguably due to the use of the feminine in other constructions such as encima mía and debajo nuestra. 2017-12-31T00:00:00+00:00 ##submission.copyrightStatement## https://ricl.aelinco.es/index.php?journal=ricl&page=article&op=view&path%5B%5D=65 Grammar in primary school EFL textbook activities: a corpus-driven study of their teaching nature and related cognitive implications 2018-08-23T06:43:25+00:00 Joaquín Gris Roca gris2017v5@aelinco.es Abstract – One of the fundamental goals of Foreign Language Teaching might be the attainment of implicit knowledge, which underlies oral and written fluency. Textbook activities reflect different explicit and implicit teaching loads following the type of knowledge they are targeted at (explicit, implicit or both). EFL teachers’ implementation of activities can thus help or become a hindrance for the development of implicit knowledge. This study aimed to explore the explicit and implicit teaching nature of 100 activities taken from 10 EFL textbooks used in Spanish primary school teaching. The ultimate goal was to examine whether activities are designed taking into account young learners’ idiosyncratic way of learning. Findings revealed that most primary school EFL textbook activities tend to contain a lower number of activities mostly focused on explicit teaching. 2017-12-31T00:00:00+00:00 ##submission.copyrightStatement##