Only last 6 years or so. Find a comprehensive list of my research here.
You can find most of my publications here
Google Scholar.

Corpus-aided discourse analysis

Pérez-Paredes, P. (2019). Little old UK voting Brexit and her Austrian friends: A corpus-driven analysis of the 2016 UK right-wing tabloid discourse. In Populist Discourse: A Methodological Synergy. London: Routledge, 152-171.

Pérez-Paredes, P.., Aguado. P. & Sánchez, P. (2017). Immigrants in UK legislation and Administration informative texts: a corpus-driven study (2007-2011). Discourse & Society,28,1,81-103.

Pérez-Paredes, P. (2017). A Keyword Analysis of the 2015 UK Higher Education Green Paper and the Twitter Debate. In Power, persuasion and manipulation in specialised genres: providing keys to the rhetoric of professional communities. Bern: Peter Lang.

Sánchez-Hernández, P.,, Pérez-Paredes, P. & Aguado, P. (2018) Constructing immigrants in the Spanish legislation and Administration informative texts: a corpus-driven study (2007-2011). In Viola, L. & Mussofl, A. (eds.). Migration and Media. Discourses about Identities in Crisis. Amsterdam: John Benjamins, 63-90.

Applied linguistics and language education

Pérez-Paredes, P. & Zhang, D. (2022). Mobile assisted language learning: scope, praxis and theory. Porta Linguarum, (IV), 11-25.

Pérez-Paredes, P. & Mark, G. (2022).What can corpora tell us about language learning? In O´Keeffe, A. & McCarthy, M. (eds.) The Routledge Handbook of Corpus linguistics, 2nd Edition. Routledge.

Pérez-Paredes, P. (2022). Language learners´ use of corpora. In Csomay, E. & Ratkaine Jablonkai, R. (eds.) The Routledge Handbook of Corpora in Language Teaching and Learning. Routledge.

Curry, N. & Pérez-Paredes, P. (2021). Stance nouns in COVID-19 related blog posts. A contrastive analysis of blog posts published in The Conversation in Spain and the UK. International Journal of Corpus Linguistics. COVID-19 Special Issue.

Pérez-Paredes, P. & Mark, G. (2021). Beyond concordance lines: applications of corpora in language education. John Benjamins

Curry, N. & Pérez-Paredes, P. (2021). Understanding lecturers’ practices and processes: A qualitative investigation of English medium education in a Spanish multilingual university. In Carrió Pastor, M. & Bellés, B. (eds.) Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches. Palgrave MacMillan.

Noguera, Y. & Pérez-Paredes, P. (2020). Teaching acronyms to the Military: A paper-based DDL approach. Research in Corpus Linguistics, 8/2: 1–27

Pérez-Paredes, P. (2020). Corpus Linguistics for Education. A Guide for Research. Routledge.

Díez-Bedmar, M.B. and Pérez-Paredes, P. (2020) Noun phrase complexity in young Spanish EFL learners’ writing. Complementing syntactic complexity indices with corpus analyses. International Journal of Corpus Linguistics, 25,1,1-33.

Caines, A., Yannakoudakis, H., Edmondson, H. Allen, H., Pérez-Paredes, P., Byrne, B. & Buttery, P. (2020). The Teacher-Student Chatroom Corpus.

Pérez-Paredes, P., Mark, G. & O´Keeffe, A. (2020). The impact of usage-based approaches on second language learning and teaching. Cambridge Education Research Reports. Cambridge University Press.

Pérez-Paredes, P. & Díez-Bedmar, B. (2019). Certainty adverbs in spoken learner language: the role of tasks and proficiency. International Journal of Learner Corpus Research, 5,2,253-279.

Pérez-Paredes, P., & Sánchez-Tornel , M. (2019). The linguistic dimension of L2 interviews: A multidimensional analysis of native speaker language. Focus on ELT Journal, 1(1), 4-26.

Pérez-Paredes, P. (2019). The pedagogic advantage of teenage corpora for secondary school learners. In: P. Crosthwaite (ed.) Data Driven Learning for the Next Generation: Corpora and DDL for Pre-tertiary Learners. London: Routledge, pp.67-87.

Pérez-Paredes, P. et al. (2019). Mobile Data-driven language learning: affordances and learners’ perception. System, 84,145-159.

Zhang, D. & Pérez-Paredes, P. (2020). Exploring Chinese EFL teachers’ perceptions of Augmented Reality (AR) in English language learning. In Miller, L. & Wu, G. (eds) Language Learning with Technology: theories, principles and practices. Springer.

Pérez-Paredes, P. (2019). English Language Teacher Education and Second Language Acquisition. Routledge Handbook of English Language Teacher Education. Steve Walsh and Steve Mann (eds.).

Pérez-Paredes, P. & Sánchez Hernández, P. (2018). Uptake of corpus tools in the Spanish Higher Education context: a mixed-methods study. Research in Corpus Linguistics, 6, 51-66.

Pérez-Paredes, P. & Bueno, C. (2019). A corpus-driven analysis of certainty stance adverbs: obviously, really and actually in spoken native and learner English. Journal of Pragmatics, 140, 22-32.

Pérez-Paredes, P. (2019). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning.

Zhang, D. & Pérez-Paredes, P. (2019) Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning.

Pérez-Paredes, P., Ordoñana, C. & Aguado, P. (2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning 31,5-6,522-545.

Noguera, Y. & Pérez-Paredes, P. (2019). Register analysis and English for Specific Purposes (ESP) pedagogy: noun-phrase modification in a corpus of English for Military Navy submariners. English for Specific Purposes, 53,118-130.

Pérez-Paredes, P. & Díez-Bedmar, B. (2018) Researching learner language through POS Keyword and syntactic complexity analyses. In S. Götz and J. Mukherjee (EDS.) Learner Corpora and Language Teaching. Studies in Corpus Linguistics Series. Amsterdam: John Benjamins, 101-127.

Pérez-Paredes, P. & Zapata-Ros, Miguel (2018). Patrones de Pensamiento Computacional y corpus lingüísticos: el aprendizaje de lenguas con datos lingüísticos. To appear soon.

Conole, G. & Pérez-Paredes, P. (2017). Adult language learning in informal settings and the role of mobile learning. Mobile and ubiquitous learning. An international handbook. New York: Springer, pp.45-58.

Pérez-Paredes, P. , & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. John Benjamins.

  • publicaciones.txt
  • Last modified: 2022/04/30 20:17
  • by