CEDEL2: Corpus Escrito del Español L2 (version 2)

CEDEL2 (v2)

v2.0
Sept. 2020

Studies that have used CEDEL2

If you have used CEDEL2 as a source of data in your publication / dissertation and want to see it advertised here, please send the details to Cristóbal Lozano.

Papers/chapters

  1. Sampedro Mella, María (2024). An approach to the lexical ambiguity caused by false cognates in Spanish L2: A corpus-based exploratory study. Studia Linguistica.

  2. Blázquez-Carretero M. (2023). Building a pedagogic spellchecker for L2 learners of Spanish. ReCALL 35(3), pp. 321-338.

  3. Simon, J. (2022). A corpus investigation on the acquisition of Spanish differential object marking by English advanced late L2 learners of Spanish. Revista de literatura, cultura y lingüística, 1(1), pp. 7–59.

  4. Núñez Nogueroles, E. E., & Ruiz-Cecilia, R. (2022). La interferencia de la L1 inglés en la producción escrita de ELE: estudio basado en un corpus informatizado de aprendices.Didáctica. Lengua y Literatura, 34, pp. 109-122.

  5. García-Tejada, A. (2022). Direct object anaphora resolution in L1 English-L2 Spanish: Referring clitics and DPs. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics (online first).

  6. Minnillo, S., Sánchez-Gutiérrez, C., Carando, A., Davidson, S., Fernández Mira, P., & Sagae, K. (2022). Preterit-imperfect acquisition in L2 Spanish writing: Moving beyond lexical aspect. Research in Corpus Linguistics, 10(1), pp. 156-184.

  7. Liu, Zoey, Eisape, Tiwalayo, Prud'hommeaux, Emily, Hartshorne, Joshua K. (2022). Data-driven Crosslinguistic Syntactic Transfer in Second Language Learning. Proceedings of the Annual Meeting of the Cognitive Science Society, volume 44, pp. 1903-1911.

  8. Yonekawa, K. y San-Mateo-Valdehíta, A. (2022). Análisis de errores en el uso del artículo en textos de aprendientes japoneses de español L2. Estudio de corpus. Cuadernos CANELA, 33, pp. 71–89.

  9. Caines, A. & Buttery, P. (2020). REPROLANG 2020: Automatic Proficiency Scoring of Czech, English, German, Italian, and Spanish learner essays. In Calzolari, N. et al. (Eds). Proceedings of the 12th Conference on Language Resources and Evaluation (LREC 2020), pp. 5616–5625, ELRA: Marseille.

  10. Sánchez-Gutiérrez, C., Marcos Miguel, N. & Robles García, P. (2020). What derivational suffixes should we teach in Spanish as a Second Language courses? In A. Morales-Front, M.J. Ferreira, R.P. Leow, & C. Sanz (Eds.), Hispanic Linguistics: Current Issues and New Directions (pp. 77-94). Amsterdam: John Benjamins.

  11. Martín-Villena, F., & Lozano, C. (2020). Anaphora resolution in topic continuity: Evidence from L1 English–L2 Spanish data in the CEDEL2 corpus. In J. Ryan & P. Crosthwaite (Eds.), Referring in a Second Language: Studies on Reference to Person in a Multilingual World (pp. 119–141). New York: Routledge.

  12. Rufat Sánchez, Anna (2019). La investigación de corpus de aprendientes basada en el Análisis Contrastivo de la Interlengua: el caso de DAR. Jaén: UJA Editorial.

  13. García Salido, M., García, M. & Alonso-Ramos, M. (2019). Towards a graded dictionary of Spanish collocations. Proceedings of eLex 2019, pp. 849-864.

  14. Rodríguez Fernández, S., Carlini, R., & Wanner, L. (2018). Generation of a Spanish Artificial Collocation Error Corpus. Proceedings of the Eleventh International Conference on Language Resources and Evaluation (LREC 2018).

  15. García Salido, M. (2017). Frecuencia y corrección colocacional en la producción escrita de aprendices de español. ONOMAZEIN, 38: 22-46.

  16. García Salido, M. (2017). Comparing learners’ and native speakers’ use of collocations in written Spanish. International Review of Applied Linguistics (IRAL) in Language Teaching, 56(4): 401-426.

  17. Sánchez Rufat, A. (2016). El uso transitivo y ditransitivo de dar en un corpus escrito contrastivo. Revista Fuentes, 18(2), 117-133.

  18. Lozano, C. (2016). Pragmatic principles in anaphora resolution at the syntax-discourse interface: advanced English learners of Spanish in the CEDEL2 corpus. In M. Alonso Ramos (Ed.), Spanish Learner Corpus Research: State of the Art and Perspectives. Amsterdam: John Benjamins, pp. 236-265.

  19. Vázquez Veiga, N. (2016). Discourse markers in CEDEL2 and SPLLOC corpora of learner Spanish: Analysis of some lexical-pragmatic failures. In M. Alonso Ramos (Ed.), Spanish Learner Corpus Research: State of the Art and Perspectives. Amsterdam: John Benjamins, pp. 267-297.

  20. Vincze, O., García-Salido, M., Orol, A. & Alonso-Ramos, M. (2016). A corpus study of Spanish as a Foreign Language learners’ collocation production. In M. Alonso Ramos (Ed.), Spanish Learner Corpus Research: State of the Art and Perspectives. Amsterdam: John Benjamins, pp. 299-331.

  21. Alonso-Ramos, M. (2016). Spanish learner corpus research: Achievements and challenges. In M. Alonso Ramos (Ed.), Spanish Learner Corpus Research: State of the Art and Perspectives. Amsterdam: John Benjamins, pp. 3-32.

  22. Sánchez Rufat, A. (2015). La Investigación de Corpus de Aprendientes y el desarrollo de los estudios de la interlengua del español. Language Design, 17: 57-84.

  23. García-Salido, M. (2014). O uso de construcións con verbos soporte en aprendices de español como lingua estranxeira e en falantes nativos. Cadernos de Fraseoloxía Galega, 16: 181-198.

  24. Alonso Ramos, M. García Salido, M. & Vincze, O. (2014). Towards a collocation writing assistant for learners of Spanish, in G. Faaß and J. Ruppenhofer (Eds.), Workshop Proceedings of the 12th Edition of the Konvens Conference, pp. 77-88, Hildesheim: Universitätsverlag Hildesheim, pp. 77-88.

  25. Ferraro, G. Nazar, R., Alonso-Ramos, M., Wanner, L. (2014). Towards advanced collocation error correction in Spanish learner corpora. Language Resources and Evaluation, 48(1): 45-64.

  26. Pérez Serrano, Mercedes (2014). Análisis de errores colocacionales en un corpus de aprendientes de ELE. MarcoELE, vol 19.

  27. Sánchez Rufat, A. (2014). Rasgos de la competencia léxica del verbo. Revista Nebrija de Lingüística Aplicada, 17.

  28. Valverde Ibañez, M.P (2014). Challenges in the annotation of article errors in Spanish learner texts. In Liu, C.-C. et al. (Eds.), Proceedings of the 22nd International Conference on Computers in Education. Japan: Asia-Pacific Society for Computers in Education.

  29. Vázquez Veiga, N. (2014). Marcas de uso en el Diccionario de colocaciones del español. Zeitschrift für romanische Philologie, 130(3): 698–724.

  30. Alonso Ramos, M. (2013). Colocaciones, diccionario y corpus de aprendices. In Miguel Casas Gómez and Rocío Vela Sánchez (Eds.), Eugenio Coseriu, in memoriam. XIV Jornadas de Lingüística, 57-71, Universidad de Cádiz, Servicio de Publicaciones, Cádiz, Spain 2013. ISBN 978-84-9828-458-4.

  31. Orol González, A. & Alonso Ramos, M. (2013). A Comparative Study of Collocations in a Native Corpus and a Learner Corpus of Spanish, Procedia – Social and Behavioral Sciences, 95:563-570.

  32. Sánchez Rufat, A. & Jiménez Calderón, F. (2013). Apreciaciones sobre la cuestión de la norma en el análisis de la interlengua. Normas: Revista de estudios lingüísticos hispánicos, 3: 183-204.

  33. Vincze, O. & Alonso Ramos, M. (2013). Autonomous collocation error correction with a data-driven approach. In Kari Tenfjord, Anne Golden, Fanny Meunier and Koenraad De Smedt (Eds.), Learner Corpus Research 2013. Book of Abstracts, 164-165, Bergen, Norway.

  34. Wanner, L., Verlinde, S., and Alonso Ramos, M. (2013). Writing assistants and automatic lexical error correction: word combinatorics. Proceedings of eLex 2013, pp. 472-487.

  35. Wanner, L., Alonso Ramos, M. Vincze, O., Nazar, R., Ferraro, G., Mosqueira, E. & Prieto, S. (2013). Annotation of Collocations in a Learner Corpus for Building a Learning Environment. In Granger, S., Gilquin, G., Meunier, F. (Eds.), Twenty Years of Learner Corpus Research: Looking back, Moving ahead. Louvain: Presses universitaires de Louvain.

  36. Escutia, M. (2012). Expletives and Unaccusative Predicates in L2A. Higher Education of Social Science, 2 (3), 1-14.

  37. Nazar, R. & Renau, I. (2012). Google books n-gram corpus used as a grammar checker. EACL 2012 Proceedings of the Second Workshop on Computational Linguistics and Writing (CLW 2012): Linguistic and Cognitive Aspects of Document Creation and Document Engineering, pp. 27-34.

  38. Ferraro, G., Nazar, R., Wanner, L. (2011). Collocations: A Challenge in Computer Assisted Language Learning. In Igor Boguslavsky and Leo Wanner (Eds.) Proceedings of the Fifth International Conference on Meaning-Text Theory. pp. 69-79. ISBN 978-84-615-1716-9

  39. Vincze, O., Alonso Ramos, M., Mosqueira Suárez, E., & Prieto González, S. (2011): Exploiting a learner corpus for the development of a CALL environment for learning Spanish collocations. In Kosem, I. and K. Kosem (Eds.) Electronic lexicography in the 21st century: New applications for new users. Proceedings of eLex 2011. Ljubljana: Trojina, Institute for Applied Slovene Studies, 280-285.

  40. Alonso Ramos, M., Wanner, L., Vázquez Veiga, N., Vincze, O., Mosqueira Suárez, E., & Prieto González, S. (2010a). Tagging collocations for learners. In S. Granger & M. Paquot (Eds.), eLexicography in the 21st Century: New Challenges, New Applications: Proceedings of ELEX2009, Cahiers du CENTAL 7. Louvain-la-Neuve: Presses universitaires de Louvain. ISBN 978-2-87463-211-2

  41. Alonso Ramos, M., Wanner, L., Vincze, O., Casamayor del Bosque, G., Vázquez Veiga, N., Mosqueira Suárez, E., & Prieto González, S. (2010b). Towards a motivated annotation schema of collocation errors in learner corpora. In N. Calzolari (Ed.), Proceedings of the Seventh Conference on International Language Resources and Evaluation (LREC’10). Valetta, Malta: Language Resources Evaluation. ISBN 2-9517408-6-7.

  42. Escutia, M. (2010), El uso de se con inacusativos por estudiantes avanzados de español como lengua extranjera: transferencia y restructuración. RESLA (Revista Española de Lingüística Aplicada) 23: 129-151.

  43. Prieto, S. Mosqueira, E. & Vázquez, N. (2009). Córpora y enseñanza de lenguas: se buscan colocaciones. In Cantos Gómez, P., Sánchez Pérez, A. (Eds.): A Survey of Corpus-based Research. Panorama de investigaciones basadas en corpus, AELINCO, Murcia, 366-373.

  44. Lozano, C. (2009a). Selective deficits at the syntax-discourse interface: Evidence from the CEDEL2 corpus. In: Snape, N., Leung, Y.I., & Sharwood-Smith, M. (Eds.), Representational Deficits in SLA. Amsterdam: John Benjamins, pp. 127-166. [download instrument]

  45. Lozano, C. (2009b). Pronominal deficits at the interface: New data from the CEDEL2 corpus. In Bretones Callejas, Carmen M. et al. (Eds.) Applied Linguistics Now: Understanding Language and Mind / La Lingüística Aplicada Hoy: Comprendiendo el Lenguaje y la Mente. Almería: Universidad de Almería, pages 213-227.

Dissertations:

  1. Martín-Villena, Fernando (2023). L1 morphosyntactic attrition at the early stages: Evidence from production, interpretation, and processing of subject referring expressions in L1 Spanish-L2 English instructed and immersed bilinguals.. PhD dissertation: Universidad de Granada.

  2. Howe, Shirley (2022). How much does accuracy count anyway? Analysing the agreement errors in L2 Spanish learners. MA dissertation: University of Birmingham, UK.

  3. Quesada, Teresa (2021). Studies on Anaphora Resolution in L1 Spanish-L2 English & L1 English-L2 Spanish adult learners: combining corpus and experimental methods. PhD dissertation: Universidad de Granada.

  4. Blázquez Carretero, Miguel (2019). Recursos tecnológicos en el aprendizaje de la ortografía. Contribución al desarrollo de un corrector ortográfico pedagógico para aprendientes de ELE. PhD dissertation: Universidad Nacional de Educación a Distancia (UNED).

  5. Rodríguez Fernández, Sara (2018). Collocation and Collocation Error Processing in the Context of Second Language Learning. PhD dissertation: Universitat Pompeu Fabra (UPF).

  6. Núñez Nogueroles, Eugenia Esperanza (2018). La interferencia del inglés como lengua materna en el aprendizaje del español como lengua extranjera. MA dissertation: Universidad de Granada.

  7. Georgopoulos, Athanasios (2017). Anaphora in the Interlanguage of Greek and English Learners of L2 Spanish: A study based on the CEDEL2. PhD dissertation: Universidad de Granada.

  8. Quesada, Teresa (2017). A corpus-based study of Anaphora Resolution (L1 English-L2 Spanish): new insights into the Position of Antecedent Strategy (PAS). MA dissertation: Universidad de Granada.

  9. Martín-Villena, Fernando (2017). A corpus-based and multifactorial study of anaphora resolution in topic-continuity contexts: evidence from the CEDEL2 corpus. MA dissertation: Universidad de Granada.

  10. Mato Varela, Laura (2016). Analysis of Errors in Learners of Spanish as a Second Language. MA dissertation: Universidade da Coruña.

  11. Bautista, Mónica (2015). Anaphora resolution in L1 English-L2 Spanish: evidence from the CEDEL2 corpus. MA dissertation: Universidad de Granada.

  12. Sánchez Rufat, Anna (2015). El verbo dar en el español escrito de aprendientes de L1 inglés: estudio comparativo entre hablantes no nativos y hablantes nativos basado en corpus. PhD dissertation: Universidad de Extremadura (Spain).

  13. Vincze, Orsolya (2015). Learning multiword expressions from corpora and dictionaries. PhD dissertation: Universidade da Coruña.

  14. Cuadrado Mayoral, Berta (2015). Evolución de los errores léxicos en textos escritos por aprendientes angloparlantes de español. MA dissertation: Universidad Nebrija.

  15. Ferrandis-Estrella, Esther (in prep.). Crosslinguistic interference at the interfaces: subjects in L2 grammars. PhD dissertation: Universidad Autónoma de Madrid.

  16. Pino, Aymé (2012). El uso de combinaciones de palabras con que en un corpus de aprendices suecos de español como lengua extranjera. Published PhD dissertation: University of Gothenburg (Sweden).

  17. Pérez Serrano, Mercedes (2012). Buscando colocaciones: análisis de errores colocacionales en un corpus de aprendientes de español. Trabajo de doctorado: Universidad de Salamanca. [Published in 2014 in MarcoELE]

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