Research areas: Discourse and conversation analysis, pragmatics, discourse and gender, discourse and emotions, corpus linguistics, English language teaching.

Teaching at University of Alcalá/ Enseñanza en la Universidad de Alcalá (UAH). Flipped classroom practitioner/ Practicante de metodología de aula invertida.

Scroll down for more information on research projects and publications.

This is my ORCID researcher identifier: http://orcid.org/0000-0003-4160-169X . Researcher ID: F-7995-2017 

Visiting professor at Sheffield Hallam University (01 July-31 December 2019), while doing research on (im)politeness in computer mediated discourse, funded by the Spanish Ministery of Science, Innovation and Higher Education . Member of the  Linguistic Politeness Research Group.

LATEST PUBLICATIONS:

Santamaría García, Carmen and Ventola, Eija (eds.) (2026) A Multimodal Approach to Picturebooks on Migration and Migrants. New York/London: Routledge.

• doi: https://doi.org/10.4324/9781003589440

Santamaría-García, C. (2025)‘I’m So Angry!’ Anger and Offence Taking in Calls to an Insurance Company, in Alba Juez, L. and Haugh, M. (eds.) The Sociopragmatics of Emotion. Cambridge: Cambridge University Press.

Homo'poly (2016-2019) seeks to promote understanding and acceptance of diversity, especially homosexuality.

PUBLICATIONS

Santamaría García, Carmen and Bruno Echauri Galván (2018) ”Spain Out of the Closet: Homosexuality in Spanish Society and Education”. In K. De Witte, O. Holz and L. Geunis (Eds.) Somewhere over the Rainbow. Münster, New York: Waxmann. 103-115.

ISBN: 978-3-8309-3747-0 E-book: 978-3-8309-8747-5 

Finnish Lists: 1; Norwegian Lists (CRISTIN): 1, IE-CSIC (nivel alto).

Abstract 

In this article, a review is presented of the current situation regarding the social consideration of homosexuality in Spain, both in education and society. In order to establish a framework for the current situation, a retrospective look in our recent history will explore the social consideration of gender and homosexuality, as rooted in the models for education in general and gender education in particular. Special mention will be made to the situation regarding homosexuality in secondary education, the initiatives taking place outside schools and the representation of the homosexual community in Spanish literature, as an example of how homosexuality might be on its way to gain value by means of new models for its representation.

Santamaría García, C. (2019) The role of homoparental blogs in normalising homoparenthood. In V. Chiou, O. Holz, N- Oruç Erturk, F. Shelton (eds.) International Insights: Equality in Education. Münster, New York: Waxmann. 213-222. ISBN 978-3-8309-4022-7

Finnish Lists: 1; Norwegian Lists (CRISTIN): 1, IE-CSIC (nivel alto).

Abstract

This paper explores lesbian and gay (LG) parenthood in a sample of homoparental blogs together with their associated Facebook, Instagram or Twitter accounts. I have chosen to analyse evaluative discourse in the expectation that it will reflect the most relevant values associated with LG parenthood and their role in its normalisation. Evaluative discourse refers to the expression of attitude, defined by appraisal theory as ways of feeling and including the meanings of affect, judgement and appreciation (Martin & White 2005, Bednarek 2008, Thompson & Alba-Juez 2014). Politeness theory (Brown & Levinson 1987, Spencer-Oatey [2000], 2008) has also been used as an analytic tool, as some politeness strategies, such as claiming common ground and conveying cooperation, seem pervasive in the social practices of the discursive construction of homoparenthood. Results have been contrasted with previous analysis of heteroparental blogs (Santamaría-García, 2016) and some similarities and differences are discussed together with their possible social implications.

The HOMOPOLY project website contains a database with educational resources for LGB Education 

Santamaría-García, C., 2022. How Can I Help You? Exploring Face in a Corpus of Telephone Interpreting. Corpus Pragmatics. https://doi.org/10.1007/s41701-022-00130-x 

Abstract

This study explores relational work in telephone interpreting interaction (EnglishSpanish) at the call center of an insurance company in Spain. Analysis focuses on the discursive construction of (im)politeness oriented to personal and professional face in a complaint call by an English-speaking customer, estimating its impact on rapport. The intensity of face threats and face-enhancing acts has been gauged on the basis of the amount of face-change predicated and the amount of face at stake in the interactive situation, considering the role played by behavioral expectations, face sensitivities and interactional wants, drawing on a rapport management model of (im)politeness. Results show that face change, i.e., the occurrence of inconsistencies between FTAs and claimed self-image, seems to depend less on formal linguistic aspects and more on interactants’ consideration of what is appropriate or inappropriate behavior, based on the frames that individuals have constructed through their own histories of social practice. Professional face overrides personal face for both the operator and the interpreter, whereas the customer orients to both their personal and professional faces, enhancing personal face and attacking professional face, in an attempt to achieve his goals. 

Keywords

Telephone interpreting · Relating · Face · Relational dialectic · Rapport · English · Spanish 

Santamaría-García, Carmen (2021) "Gender identity in interaction: overcoming heteronormativity".  Revista: Feminismos. 38. (203- 229).

ISSN: 1989-9998| DOI: 10.14198/fem

Abstract

The present article reviews theoretical concepts that can contribute to the analysis of the construction of gender identity in interaction, moving on from heteronormativity, understood as the normalization of heterosexuality as the only, or more, legitimate form of sexuality. Identity is discussed together with the concepts of face, rapport and (im)politeness from a discursive approach (van der Bom & Mills, 2015). It is argued that gender identity face builds on attributes of both respectability and identity faces with differing strengths and saliency depending on the individuals and the context. Analysis is limited to the construction of hetero and gay male gender identities in interaction with women in academic contexts and draws on data from a corpus of naturally occurring interactions compiled by the author. Gay males seem to differ from hetero males in their choice of resources for doing face-enhancing positive politeness and rapport with their female colleagues. Despite the limited size of the sample, the study hopes to contribute to a better understanding of the construction of gender identity from a discursive approach.

Keywords

Gender; Face; Identity; Rapport; (Im)politeness.

Santamaría-García, C. (2017) "Emotional and Educational Consequences of (Im)politeness in Teacher–Student Interaction at Higher Education". Corpus Pragmatics 1(3): pp.233-255.

ISSN 2509-9507. ISSN e- 2509-9515 

 doi:10.1007/s41701-017-0010-2

https://link.springer.com/article/10.1007/s41701-017-0010-2

Abstract

In this article, I will explore some of the emotional and educational consequences of (im)politeness and rapport management in teacher-student interaction (T-S interaction, henceforth) at higher education, with reference to their influence in motivation and learning. Politeness theory (Brown and Levinson 1978, 1987) will be extended to include a discursive approach to the management of interpersonal relations (Spencer-Oatey 2008), and further developments towards the expression of impoliteness. (Im)politeness and rapport management will be analysed in combination with self-determination (Deci and Ryan 1985) and appraisal theories (Martin and White 2000, 2005, Hunston and Thompson 2000, Thompson and Alba-Juez 2014) in order to examine the role of motivation and negative evaluative meanings in the construction of impoliteness in interaction. 

Data have been extracted from a corpus that is being compiled by the author. It contains classroom interaction, email exchanges and higher education students’ reports on their perception of (im)politeness and rapport in their academic lives. The data have been processed and analysed combining Corpus Linguistics (CL), Conversation Analysis (CA) and systemic functional Discourse Analysis (DA). Results show that the discourse of teaching typically contains many rapport sensitive discourse acts and that their face-aggravating potential increases when conveying negative evaluative language and when students present a challenging orientation to rapport due to different reasons, being lack of intrinsic motivation an important one. 

Other aspects which can result in face aggravation such as different expectations regarding sociality rights and obligations will be discussed. As T-S interaction has effects not only on the relations created among teachers and students but also on the teaching-learning process, it seems essential that the involved parties become aware of the impact of rapport management and of the fact that learning is facilitated by good interpersonal rapport but can be seriously undermined by its absence.

Keywords

Pragmatics (Im)politeness theory Appraisal theory Evaluative language Rapport management Classroom management Motivation 

Articles quoting this article:

• Farnia, M., & Sheibani, Z. (2019). Cross-cultural Study of Iranian and English Students’ Impoliteness and Threat Responses. Journal of English Language Pedagogy and Practice, 12(24), 68-90. 

• Johnson, M. J. (2018). Examiner feedback and learning: What are the characteristics of effective remote feedback in a hierarchic, professional context. University of Cambridge Diss.

• Hintikka, O. (2019). Impoliteness in the EFL Classroom: Typical features and teachers’ strategies. Helsinki: University of Helsinki.

• Luna de la Luz, Verónica et al. (2019) Conflictos entre profesores y estudiantes al iniciar la formación médica: un estudio con incidentes críticos. Investigación en Educación Médica (8) 31, 9-17.

• Mudiono, A. (2019). Teaching Politeness for Primary School Students in Indonesia: Mediating Role of Self Efficacy and Self Esteem of Learners. Journal of Social Studies Education Research, 10(4), 427-445.

• Napoli, Vittorio. "“You’re such an idiot, but I’m only joking”: The perception of mock impoliteness by British and Italian men and women" Intercultural Pragmatics, vol. 21, no. 4, 2024, pp. 541-572. https://doi.org/10.1515/ip-2024-4003.

• Suroso,  Eko, Suwandi, Sarwiji, & Sumarlam. (2017). Politeness Implicature On Short Message Service (Sms) Text Written By College Students Sent To Their Lecturers As A Media Development Of Affective Assessment In Higher Educations. Proceedings Of The 4th Asia Pacific Education Conference (Aecon 2017), 109, 77-82.

Santamaría García, Carmen (2013) "The Discourse of Social Networking Sites  in Student Communication with Peers”. Resla. Special issue Communications and Learning Context in LSP: New Perspectives on Genre Analysis. S. Molina & A. Roldán (eds.) Amsterdam: Benjamins. 123-142.

ISSN 0213-2028 | E-ISSN 2254-6774

Link to article (full text) 

Abstract

This paper explores some of the constitutive features and functions of the discourse of social networking sites (henceforth SNSs) that may contribute to define it as a genre. Nowadays, SNSs are being used for personal, professional, and commercial uses. Discussion will focus on personal interaction among university students on a particular social networking site, i.e., Facebook, which shares common essential features with any other SNS. SNSs have changed the way students interact for the specific purpose of constructing their identities and personal relationships, allowing for their engagement with a community of peers in a virtually constructed campus. The corpus used in the present study consists of a random sample of 200 messages sent among university students in the United Kingdom and the United States during 2010-2011. I will approach genre analysis in this virtual, academic context, following Bhatia (1993, 2004, 2008) by stressing the importance of communicative purpose, conventions and the propensity to innovation by users in the definition of a genre. Working within the framework of Systemic Functional Linguistics (SFL) (Halliday 2004/1994/1985), hence considering genre as a social activity, I will combine appraisal theory, the system for the expression of evaluation (Martin and White 2005), with politeness theory (Brown and Levinson 1987) in order to attempt an explanation accounting for the organization of discourse in SNSs.

Key words 

Genre, appraisal, evaluative language, computer-mediated discourse.

Santamaría García, Carmen and Ventola, Eija (eds.) (2026) A Multimodal Approach to Picturebooks on Migration and Migrants. New York/London: Routledge.

• doi: https://doi.org/10.4324/9781003589440

Book description

This volume is the first edited collection that offers various theoretical and analytical perspectives on migration narratives in children’s picturebooks. The chapters presented have benefitted from theories such as multimodal social semiotics, systemic-functional multimodal discourse analysis, computer-assisted discourse analysis, multimodal critical discourse analysis, cognitive approaches, and conceptual metaphor.

The book highlights the affordances of a multimodal approach in illuminating how texts and illustrations do joint semiotic work to encourage young readers’ understanding of the difficulties faced by young migrants and thus help young migrants make sense of new languages and settings. The volume foregrounds the importance of critical perspectives in analysing visual narratives of migration in children’s picture books, examining both successful and less successful examples of this joint semiotic work at play and in turn, suggestions for improvements for the future. The book makes the case for multimodal perspectives on migration in children’s picture books toward promoting equality, diversity, and social acceptance of young migrants and the integration of migration issues in early childhood education.

This volume will be of interest to students and scholars in multimodality, discourse analysis, social semiotics, children’s literature, and early childhood education.

Santamaría-García, C. (2025)‘I’m So Angry!’ Anger and Offence Taking in Calls to an Insurance Company in Alba Juez, L. and Haugh, M. (eds.) The Sociopragmatics of Emotion. Cambridge: Cambridge University Press.

ISBN 9781009368421 

www.cambridge.org/core/books/sociopragmatics-of-emotion/3C9CF6E0F6D201230FA103A5CCD46CAF#fndtn-accessibility 

Book description

Emotion plays a critical role in every human interaction and permeates all social activity. Displaying, responding to, and talking about emotions is thus central to human language, communication, and social interaction. However, emotions are multidimensional, indeterminate, and inherently situated phenomena, which makes studying them in contextualised settings challenging for researchers. This groundbreaking book illustrates what a sociopragmatic perspective brings to the broader scholarly understanding of emotion and its role in social life, and sets out to lay the necessary foundations for a sociopragmatic theorisation of emotion. It brings together a renowned team of multidisciplinary scholars to demonstrate how evaluation, relationships, and morality are central to any account of emotions in discourse and interaction. It also exemplifies how a sociopragmatic approach to emotions pays more attention to the role that different discourse systems play in how emotions are expressed, interpreted, responded to, and talked about across different languages and cultures.

Chapter Abstract

The chapter explores anger and its connection with offence taking in two telephone calls to an insurance company call centre based in Spain. A sociopragmatic approach has been adopted for the qualitative, interpretive analysis of the phone calls, which explores the indexical, social and moral value of the expression of offence in interaction. My analysis focuses on anger and offence as the expression of emotional responses to the situation being experienced by those customers and aims to contribute to our understanding of the connection between emotion and morality. The two key activities involved in taking offence, namely, registering and sanctioning offence, are linked to both emotion and morality, respectively. Registration of offence with the expression of negative feelings is usually produced in combination with the sanctioning of offence in relation to a moral order. This chapter will hopefully illustrate what a sociopragmatic perspective to the analysis of offence can bring to the understanding of its role in social life.

Keywords: Sociopragmatics, Situated interaction, Anger, Offence, Call-centre.

Santamaría-García, C. (2022) “A semiotic and multimodal analysis of interactive relations in picture books that challenge female gender stereotypes”. In J. Moya-Guijarro y E. Ventola (eds.) A Multimodal Approach to Challenging Gender Stereotypes in Children’s Picture Books, pp.  144-164. London: Routledge.

ISBN 9780367703592 

https://doi.org/10.4324/9781003145875 

https://www.routledge.com/A-Multimodal-Approach-to-Challenging-Gender-Stereotypes-in-Childrens/Moya-Guijarro-Ventola/p/book/9780367703592 

Abstract

A semiotic and multimodal analysis of the interactive relations in picture books is presented in this chapter, drawing on social-semiotic approaches (Kress and van Leeuwen 2006, Painter, Martin and Unsworth 2013). The sample includes three picture books that tell stories of female characters who do not conform to traditional gender stereotypes. A qualitative methodology is used in the exploration of meanings of affiliation between readers/viewers and characters, and between characters themselves. Choices in the systems of focalisation, pathos, social distance and attitude (including power and involvement) reveal the importance of visual and verbal resources used by authors and illustrators in the construction of interactive meanings.

 Keywords

Multimodal analysis, interpersonal function, affiliation, commitment, coupling.

Quoted by:

De Sarlo, G., Guichot-Muñoz, E., & Hunt-Gómez, C. I. (2022). Sketching Motherhood. Maternal Representation in Contemporary Picturebooks: The Case of Spain. Children's Literature in Education, 1-24. 

Santamaría García, Carmen (2020) “Un análisis semiótico y multimodal de las relaciones de interacción en libros álbum que desafían los estereotipos de género femeninos”. J. Moya Guijarro y C. Cañamares Torrijos (eds.) Libros álbum que desafían los estereotipos de género y el concepto de familia tradicional. Análisis semiótico y multimodal. Colección Arcadia. Cuenca: UCLM.

Clave: CL Páginas: inicial: 45   final: 69

Fecha: 2020.

I.S.B.N.: 978-84-9044-406-1 (Edición impresa)

I.S.B.N.: 978-84-9044-407-8 (Edición electrónica)

D.O.I.: http://doi.org/10.18239/arcadia_2020.31.00

Free to download https://ruidera.uclm.es/xmlui/handle/10578/26604 

Abstract

El presente capítulo muestra un análisis semiótico y multimodal de las relaciones de interacción en dos libros álbum que narran historias de personajes femeninos que no se ajustan a los estereotipos de género tradicionales. La muestra incluye los relatos Arturo y Clementina y Los tutús no son mi estilo, historias que desafían los roles de género tradicionales y combinan información verbal y visual para involucrar a los lectores de manera activa en los relatos. El trabajo se basa, fundamentalmente, en la semiótica social de Kress y van Leeuwen (2006) y Painter et al. (2013), modelos utilizados para analizar los recursos visuales empleados en la creación de relaciones interpersonales entre participantes representados en las historias seleccionadas y entre participantes y lectores.

Palabras clave: análisis semiótico, análisis multimodal, gramática visual, función interpersonal, libro álbum.

Santamaría García, Carmen (2018) Connected Learners: Online and Off-Line Learning With a Focus on Politeness Intercultural Competences. In D. Tafazoli, M. E. Gomez Parra, and C. A. Huertas-Abril (Eds.)  Cross-Cultural Perspectives on Technology-Enhanced Language Learning. Hershey, Pennsylvania: IGI Global. 83-99. 

ISBN13: 9781522554639|ISBN10: 1522554637|EISBN13: 9781522554646 

DOI: 10.4018/978-1-5225-5463-9.ch005 

https://www.igi-global.com/chapter/connected-learners/206096

Abstract

Technology-enhanced language learning (TELL) is moving ahead from the use of technology in language labs to the possibilities offered by technology in setting up new ways of communication and interactivity. The effectiveness of teaching seems to depend more on teachers' ability to motivate students by connecting to their interests and catering for different intelligences. Teachers' creativity and empathy with them will constitute essential skills for the design of tasks and projects that connect with digital native students' interests. Consideration of cultural aspects will be of essential importance in our globalized world, as learning a language must always take into account cultural variables. The objective of this chapter is to review the challenges that technology and interculturality pose to foreign language teachers and note some of the possible solutions that may facilitate efficient teaching. Politeness theory will be discussed as a theoretical framework providing resources for building social identity and doing relational work with different cultures. 

Quoted by:

Codreanu, T., & Combe, C. (2019). Vlogs, Video Publishing, and Informal Language Learning. The Handbook of Informal Language Learning, 153-168. 

Santamaría-García, Carmen (2016) “Connected Parents: Combining Online and Off-Line Parenthood in Vlogs and Blogs”. In Romero-Trillo (Ed.) Yearbook of Corpus Linguistics and Pragmatics 2016. Global Implications for Society and Education in the Networked Age. Volume Number: 4. Dordrecht: Springer. pp. 27-50.

ISBN: 978-3-319-41732-5

Chapter DOI 10.1007/978-3-319-41733-2_3

Abstract

This article explores evaluative discourse in a corpus sample of parents’ vlogs (video blogs) and blogs (henceforth v/ blogs) dealing with family tasks and responsibilities, as a reflection of underlying values concerning parenthood. It pays special attention to the important role played by the expression of attitude, understood as “ways of feeling” and including the meanings of affect, judgement and appreciation, together with positive politeness in the social practices of the discursive construction of online and off-line parenthood. Analysis and description of the data show two main patterns in parents’ practices, either aiming at perfection through juggling and multi-tasking or building resistance to the demands of families and society. Results show that parents frequently exploit the system of affect for building positive face and rapport, while indirectly expressing judgement of social esteem and social sanction, which construct their identities as mothers and fathers and those of the members of their communities of practice. The corpus for the study consists of a random sample of 400 evaluative units in posts and comments on v/ blogs dealing with family tasks and responsibilities (200 in English and 200 in Spanish, with half the sample being drawn from fathers’ and the other half from mothers’ v/ blogs). I will approach the analysis of the data from appraisal (Martin and White 2005, Bednarek 2008) and politeness theory (Brown and Levinson 1987) in order to explore the features of evaluative discourse and the management of face. The methodology for processing the data borrows quantitative techniques from Corpus Linguistics, including the coding and statistical treatment of the sample with UAM Corpus Tools (O’Donnell 2011), together with Pragmatics and Discourse Analysis (DA), as done in some previous research (Santamaría-García 2011, 2014).

Quoted in the following:

Twinley, R., & Letherby, G. (Eds.). (2021). The Doctoral Journey as an Emotional, Embodied, Political Experience: Stories from the Field. Routledge. 

Male, L., & Norton, P. (Eds.). (2021). Communicating Construction: Insight, Experience and Best Practice. Routledge. 

Urquhart, F. (2019). Service Excellence in Organizations, Volume I: Eight Key Steps to Follow and Achieve It. Business Expert Press. 

García, C. S. (2019). The Role of Homoparental Blogs in Normalising Homoparenthood. International Insights: Equality in Education, 213. 

Santamaría-García, Carmen (2014) "Evaluative discourse and politeness in university students' communication through social networking sites". In Geoff Thompson, & Laura Alba-Juez (eds.) Evaluation in Context. Amsterdam: John Benjamins. 387-411.

ISBN 9789027256478

ISBN (e-book) 9789027270726

DOI: 10.1075/pbns.242.19san

Abstract

This article explores evaluative discourse on social networking sites (henceforth SNSs), paying special attention to the important role played by the expression of attitude and positive politeness in the management of interpersonal rapport. The specific contextual features of SNSs seem to trigger the production of attitudinal meanings of affect, judgement and appreciation, which are exploited for the relational work involved in the construction and maintenance of positive face. The corpus for the study consists of a random sample of 100 messages with 248 evaluative utterances exchanged among university students in the United Kingdom and the United States on a particular site, i.e., Facebook, during the two-year period 2010-2012. Analysis of evaluative discourse is approached from the theories of appraisal (Martin and White 2005, Bednarek 2008) and politeness (Brown and Levinson 1987). The methodology for processing the data borrows quantitative techniques from Corpus Linguistics (CL), involving the coding and statistical treatment of the sample with UAM Corpus Tool (O’Donnell 2011).

Key words: internet-mediated interaction, politeness, appraisal, evaluation.

Articles & chapters quoting this paper: 

Alba-Juez, L. (2016). The variables of the evaluative functional relationship. Metapragmatics of Humor: Current research trends, 14, 11. 

Andersson, M. (2022). ‘So many “virologists” in this thread!’ Impoliteness in Facebook discussions of the management of the pandemic of Covid-19 in Sweden–the tension between conformity and distinction. Pragmatics. 

Bullo, S., & Bousfield, D. (2022). Talking in Clichés. Cambridge University Press. 

Chen, X., & Wang, J. (2021). First order and second order indirectness in Korean and Chinese. Journal of Pragmatics, 178, 315-328. 

Fuoli, M. (2015) "A step-wise methodology for annotating APPRAISAL".  42nd International Systemic Functional Congress - Aachen, Germany.

Fuoli, M. and C. Hommerberg (2015) "Optimising transparency, reliability and replicability: annotation principles and inter-coder agreement in the quantification of evaluative expressions". Corpora  10(3) 315-349.

Graham, S. L. & Hardaker, C.  (2017) "(Im)politeness in Digital Communication".  In Culpeper, J.n &  Haugh, M. & D. Z. Kadar (Eds.)  The Palgrave Handbook of Linguistic (Im)politeness. Pp 785-814. London: Macmillan.

Kaplan, N. (2016) "La Lectura Social en España: Una perspectiva Sociopragmática."  Revista Álabe, 13.

Maíz-Arévalo, C. (2015) Jocular mockery in computer-mediated communication: A contrastive study of a Spanish and English Facebook community - Journal of Politeness Research.

Pöldvere, N. Fuoli, M. & C. Paradis (2016) "A Study of dialogic expansion and contraction in spoken discourse using corpus and experimental techniques". Corpora 11:2, 191-225.

Rashidi, Y. (2021). How Young Adults Manage Privacy and Maintain Social Norms in the Era of Pervasive Photography and Social Media (Doctoral dissertation, Indiana University). 

Rueda, A. M. (2015) "Los estudios sobre descortesía y actividades de imagen en las redes sociales: notas para un estado de la cuestión". Textos en proceso 15:1(1) 50-70.

Perić, Marija & Nikolina Miletić. (2019) Izražavanje emocija frazemima u dječjim znanstveno-fantastičnim romanima. FLUMINENSIA, vol. 31, no. 2, pp. 105-120. https://doi.org/10.31820/f.31.2.14. Accessed 4 Jan. 2020.

Links to articles quoting this paper: 

https://benjamins.com/catalog/ivitra.14.02jue 

https://www.upf.edu/documents/3223470/3266177/fuoli2_FUOLI-HOMMERBERG_Optimizing_transparencyx_reliability_and_replicability.pdf

https://link.springer.com/chapter/10.1057/978-1-137-37508-7_30

http://revistaalabe.com/index/alabe/article/view/338

https://www.degruyter.com/view/j/jplr.2015.11.issue-2/pr-2015-0012/pr-2015-0012.xml 

http://portal.research.lu.se/ws/files/12079259/PoldvereFuoliParadis_2016_DialogicExpansionContractionSpokenCorpusExperimental.pdf

http://oa.edice.org/index.php/tep/article/view/12/13

https://doi.org/10.31820/f.31.2.14