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BIO
Mª Belén Díez-Bedmar is Associate Professor in Applied Linguistics at the University of Jaén. Her research interests include the study of learner language, the compilation, analysis and exploitation of learner corpora, the use of the Common European Framework of Reference for Languages and the Companion Volume, and the characterization of L1 Spanish language by adolescents with emotional disorders or at risk of developing them.
She is a member of the Research Group Estudios de Lingüística Aplicada a la Enseñanza del Inglés (Applied Linguistics and the teaching of English), and she is the Deputy Head of the Center for Advanced Studies in Modern Languages at the University of Jaén. She has been a member of the board of the Learner Corpus Association (2014-2021) and she co-ordinates the "Teaching and Syllabus Design" panel of the Spanish Association of Applied Linguistics (AESLA) since 2015.
She has been widely involved in a significant number of national and international projects, and at the moment she is the principal investigator of the FinesDesc research project (Making the CERFR/CV more user-friendly: fine-tuning descriptors with Learner Corpus Research (LCR) results, funded by the Spanish Research Agency (MCIN/AEI). She also participates in the projects ‘Detection of adolescents at high-risk of emotional disorders: exploring the role of epigenetics and language for indicated mental health prevention’ (FEDER-Andalucía) and ‘Big Hug: Artificial intelligence for the protection of digital societies’ (PAIDI 2020).
Her publications can be found in international journals, such as Language Learning & Technology, International Journal of Corpus Linguistics, International Journal of Learner Corpus Research, International Journal of English Studies, Language, Culture and Curriculum, Revista de Educación or Círculo de Lingüística Aplicada a la Comunicación, and has also published book chapters in Cambridge University Press, John Benjamins, Multilingual Matters, Peter Lang, Rodopi or Routledge.
She has also co-edited one volume on these topics with Gaëtanelle Gilquin and Szilvia Papp: Linking up contrastive and learner corpus research (2008, Rodopi) and a special issue in the International Journal of Corpus Linguistics (2014) with Yukio Tono. She has been a plenary speaker at the Universidad Autónoma de Nuevo León, Tokyo University of Foreign Studies and Universtiá degli Studi di Padova and Universidad Complutense de Madrid.
Further information about her profile, publications and research projects can be found here:
https://www.ujaen.es/departamentos/filing/contactos/diez-bedmar-maria-belen
https://scholar.google.com/citations?user=5xvWjDwAAAAJ&hl=en&oi=ao
Learner Corpus Research: Applications of Learner Corpora to Foreign Language Teaching, Second Language Acquisition, and Language Testing and Assessment
Learner Corpus Research: Applications of Learner Corpora to Foreign Language Teaching, Second Language Acquisition, and Language Testing and Assessment
Learner Corpus Research (LCR) emerged in the late 1980s thanks to the compilation and analysis of learner corpora, i.e., ‘electronic collections of foreign or second language (L2) learner texts assembled according to explicit design criteria' (Granger, Gilquin, & Meunier, 2015, p. 1). Although the field is still young (Granger, Gilquin & Meunier, 2015), it is a thriving one. Methodologically speaking, it has witnessed the conceptualization of three main methodologies in the 1990s, namely Contrastive Interlanguage Analysis (CIA) (Granger, 1996), Computer-aided Error Analysis (CEA) (Dagneaux, Denness & Granger, 1998) and the Integrated Contrastive Model (ICM) (Granger, 1996; Gilquin, 2000/2001).Two decades later CIA, and to some extent ICM and CEA, were reconceptualized so that the many variables which are at play in language production are now better considered (Granger, 2015). Likewise, detailed accounts of the stages and steps in CEA or error annotation have also been provided to improve the validity and reliability of this widely used methodology in LCR (Díez-Bedmar, 2015a; Díez-Bedmar, 2021). Nowadays, efforts are being made in the field to compile and better analyse a wider range of interlanguage varieties.
LCR studies aim to provide a comprehensive description of interlanguage. The results obtained have been used to inform, although to varying degrees so far, the fields of Foreign Language Teaching (Granger, 2015; Götz & Mukherjee, 2019), Second Language Acquisition (Le Bruyn & Paquot, 2021; Tracy-Ventura & Paquot, 2021) and Language Testing and Assessment (Barker, Salamoura & Saville, 2015; Callies & Götz, 2015).
Based on previous publications (Díez-Bedmar, 2015b, 2018, 2021; Díez-Bedmar & Papp, 2008; Díez-Bedmar & Pérez-Paredes, 2012, 2020; Ionin and Díez-Bedmar, 2021) and ongoing research in the FineDesc Project (funded by MCIN/AEI/10.13039/501100011033), I will showcase in this talk learner corpus-based studies in which the analysis of L1 Spanish interlanguage varieties have informed FLT, SLA and LTA.
References
Callies, M. & Götz, S. (Eds.). (2015). Learner Corpora in Language Testing and Assessment. Amsterdam/Philadelphia: John Benjamins.
Barker, F. Salamoura, A. & Saville, N. (2015). Learner corpora and language testing. In S. Granger, G. Gilquin & F. Meunier (Eds.), The Cambridge Handbook of Learner Corpus Research (pp. 511-533). Cambridge: Cambridge University Press.
Dagneaux, E., Denness, S., & Granger, S. (1998). Computer-aided error analysis. System, 26, 163-174.
Díez-Bedmar, M.B. (2015a). The use of learner corpora to describe, teach and assess EFL writing: focus on the article system. In E. Castello. K. Ackerley & F. Coccetta (Eds.), Studies in Corpus Linguistics. Research and Applications for Foreign Language Teaching and Assessment (pp. 37-69). Bern: Peter Lang.
Díez-Bedmar, M.B. (2015b). Article use and criterial features in Spanish EFL writing: a pilot study from CEFR A2 to B2 levels. In M. Callies & S. Götz (Eds.) Learner Corpora in Language Testing and Assessment (pp. 163-190). Amsterdam/Philadelphia: John Benjamins.
Díez-Bedmar, M. B. (2018). Fine-tuning descriptors for CEFR B1 level: insights from learner corpora. ELT Journal, 72/2, 199-209.
Díez-Bedmar, M. B. (2021a). Error annotation. In N. Tracy-Ventura & M. Paquot (Eds.), The Routledge Handbook of Second Language Acquisition and Corpora. New York/ London: Routledge.
Díez-Bedmar, M. B. (2021b). The use of the progressive in light of the Aspect Hypothesis in monolingual EFL-instructed Spanish learners at university level: a longitudinal learner corpus-based SLA study. Círculo de Lingüística Aplicada a la Comunicación, 87, 53-69.
Díez-Bedmar, M. B. & Papp, Sz. (2008). The use of the article system by Chinese and Spanish learners. In G. Gilquin, Sz. Papp & M.B. Díez-Bedmar (Eds.) Linking up Contrastive and Learner Corpus Research (pp. 147-175). Amsterdam/New York: Rodopi.
Díez-Bedmar, M. B. & Pérez-Paredes, P. (2012). A cross-sectional analysis of the use of the English article system in Spanish learner writing. In Y. Tono, Y. Kawaguchi & M. Minegishi (Eds.) Developmental and Crosslinguistic Perspectives in Learner Corpus Research (pp. 139-158). Amsterdam/Philadelphia: John Benjamins.
Díez-Bedmar, M.B. & Pérez-Paredes, P. (2020). Noun phrase complexity in young Spanish EFL learners’ writing. Complementing syntactic complexity indices with corpus-driven analyses. International Journal of Corpus Linguistics, 25(1), 4-35.
Ionin, T. & Díez-Bedmar, M. B. (2021). Article use in Russian and Spanish learner writing at CEFR B1 and B2 levels: Effects of proficiency, native language and specificity. In B. Le Bruyn & M. Paquot (Eds.), Learner Corpus Research Meets Second Language Acquisition (pp. 10-38). Cambridge: Cambridge University Press.
Götz, S. & Mukherjee, J. (Eds.) (2019). Learner Corpora and Language Teaching. Amsterdam/Philadelphia: John Benjamins.
Granger, S. (1996). From CA to CIA and back: an integrated approach to computerized bilingual and learner corpora. In K. Aijmer, B. Altenberg, & M. Johansson (Eds.), Languages in Contrast. Text-based Cross-Linguistic Studies (pp. 37–51). Lund: Lund University Press.
Granger, S. (2015) Contrastive Interlanguage Analysis: A Reappraisal. International Journal of Learner Corpus Research, 1(1), 7–24.
Granger, S., Gilquin, G. & Meunier, F. (Eds.) (2015) The Cambridge Handbook of Learner Corpus Research. Cambridge: Cambridge University Press.
Gilquin, G. (2000/2001). The integrated contrastive model. Spicing up your data. Languages in Contrast, 3, 95-123.
Tracy-Ventura, N. & Paquot, M. (Eds.) (2021). The Routledge Handbook of Second Language Acquisition and Corpora. New York/London: Routledge.
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