MICASE Publications and Presentations
The following research has been conducted using MICASE.
Publications (all)
Doctoral Dissertations (all)
Pedagogical Materials Incorporating MICASE (all)
Conference Presentations and Workshops (all)
Ädel, A. Just to give you kind of a map of where we are going: A Taxonomy of Metadiscourse in Spoken and Written Academic English. Nordic Journal of English Studies 9(2): 69-97. Available online at http://ojs.ub.gu.se/ojs/index.php/njes/article/view/415/403.
Ädel, A. Using corpora to teach academic writing: Challenges for the direct approach. In M. C. Campoy-Cubillo, B. Belles-Fortuño & L. Gea-Valor (eds.). Corpus-based Approaches to English Language Teaching. London: Continuum. 39-55.
Belles-Fortuño, B. & M. C. Campoy-Cubillo. ‘I sort of feel like, um, I want to, agree with that for the most part…’: Reporting intuitions and ideas in spoken academic discourse. In M. C. Campoy-Cubillo, B. Belles-Fortuño & L. Gea-Valor (eds.). Corpus-based Approaches to English Language Teaching. London: Continuum. 56-66.
Csomay, E. A corpus-based look at linguistic variation in classroom interaction: Teacher talk versus student talk in American University classes. Journal of English for academic purposes .
Reinhardt, J. Directives in office hour consultations: A corpus-informed investigation of learner and expert usage. English for Specific Purposes.
Simpson-Vlach, R., & Ellis, N. C. (in press). An Academic Formulas List (AFL). Applied Linguistics.
Ellis, N. C. & Simpson-Vlach, R. Formulaic language in native speakers: Triangulating psycholinguistics, corpus linguistics, and education. Corpus Linguistics and Linguistic Theory 5: 61-78.
Frazier, S. & Llosa, L. Meaning Differences in the Use of the Null vs. the Definite Articles: the Case of the Seasons. English Text Construction 2(1): 1-17.
Lee, J. Size matters: an exploratory comparison of small- and large-class university lecture introductions. English for Specific Purposes 28(1): 42-57.
Schleef, E. A cross-cultural investigation of German and American academic style. Journal of Pragmatics 41(6): 1104-1124.
Schleef, E. A cross-cultural comparison of the functions and sociolinguistic distribution of English and German tag questions and discourse markers in academic speech. In E. Suomela- Salmi & F. Dervin (eds.). Cross-linguistic and cross-cultural perspectives on academic discourse. Amsterdam: John Benjamins. 61-80.
Wulff, S., Ellis, N., Römer, U., Bardovi-Harlig, K., & LeBlanc, C. The acquisition of tense-aspect: Converging evidence from corpora and telicity ratings. The Modern Language Journal 93(3): 354-369.
Conrad, S. [Review of the book The MICASE Handbook: A resource for Users of The Michigan Corpus of Academic Spoken English ]. The Modern Language Journal, 92, 155-156.
Ellis, N. C. Simpson-Vlach, R., & Maynard, C. Formulaic language in native and second-language speakers: Psycholinguistics, Corpus Linguistics, and TESOL. TESOL Quarterly 42(3): 375-396. Special Issue on Psycholinguistics and TESOL.
Levis, J. & Cortes, V. Minimal pairs in spoken corpora: Implications for pronunciation assessment and teaching. In C. A. Chapelle, Y.-R. Chung, & J. Xu (Eds.), Towards adaptive CALL: Natural language processing for diagnostic language assessment, pp. 197-208. Ames, IA: Iowa State University.
Louwerse, M., Crossley, S., & Jeuniauxa, P. What if? Conditionals in educational registers. Linguistics and Education, 19(1), 56-69.
Melles, G. Producing fact, affect and identity in architecture critiques: a discourse analysis of student and faculty discourse interaction. Art, Design & Communication in Higher Education, 6(3), 159-171.
O’Grady, W., Nakamura, M., & Ito, Y. Want-to contraction in second language acquisition: An emergentist approach. Lingua, 118(4), 478-498.
Schleef, E. Gender and academic discourse: Global restrictions and local possibilities. Language in Society 37(4): 515-538.
Schleef, E. The ’lecturer’s ok’ revisited: Changing discourse conventions and the influence of academic division. American Speech 83(1): 62-84.
Yoo, I. A corpus analysis of (the) last/next + temporal nouns. Journal of English Linguistics, 36 (1), 39-61.
Crawford Camiciottoli, B. The Language of Business Studies Lectures. A corpus-assisted analysis. Amsterdam/Philadelphia: John Benjamins.
Grant, L. In a manner of speaking: Assessing frequent spoken figurative idioms to assist ESL/EFL teachers. System, 35(2), 169-181.
Grieve-Smith, A. The envelope of variantion in multidimensional register and genre analyses. In E. Fitzpatrick (ed.) Corpus Linguistics Beyond the Word: Corpus Research from Phrase to Discourse, pp. 21-42. Amsterdam – New York: Rodopi.
Maynard, C. & Leicher, S. Pragmatic Annotation of an academic spoken corpus for pedagogical purposes. In E. Fitzpatrick (ed.) Corpus Linguistics Beyond the Word: Corpus Research from Phrase to Discourse, pp. 107-116. Amsterdam – New York: Rodopi.
Ruzaité, J. Vague references to quantities as a face-saving strategy in teacher-student interaction. Lodz Papers in Pragmatics, 3, 157-178.
Tao, H. A corpus-based investigation of absolutely and related phenomena in spoken american English. Journal of English Linguistics, 35(1):1-25.
Aixalá, I. “What we mean is actually how we mean.” A contribution to the analysis of sociopragmatic aspects of MICASE discussion sections. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 237-256. Valencia: University of Valencia.
Artiga, R. “I think I know what you are saying.” Epistemic lexical verbs as stance markers in American academic speech. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 209-236. Valencia: University of Valencia.
Artiga León, M. The semantic-pragmatic interface of authorial presence in academic lecturing phraseology. IBÉRIA, 12, 127-144.
Escudero, M. The gender of power relations in academic speech: a cross-disciplinary approach. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 45-58. Valencia: University of Valencia.
Gabás, L. How to arrange MICASE-based pedagogical materials for the teaching/learning of EAP vocabulary. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 257-278. Valencia: University of Valencia.
Guillén, I. The use of ideational grammatical metaphor in academic spoken English. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 153-181. Valencia: University of Valencia.
Hulstijn, J. & Maudet, N. Uptake and joint action. Cognitive Systems Research, 2-3, 175-191 .
Lee, D. Humor in spoken academic discourse. NUCB JLCC, 8(3), 49-68.
Lorés, R. The referential function of metadiscourse: thing(s) and idea(s) in academic lectures. In A, Hornero, M. Luzón & S. Murillo (eds.) Corpus Linguistics: Applications for the Study of English, pp. 315-334. Switzerland: Peter Lang.
Lorés, R. Academic literacy vs academic oracy: signaling nouns as devices of intratranslation. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 89-114. Valencia: University of Valencia.
Meyer, C. Corpus linguistics, the world wide web, and English language teaching. Journal of the European Association of Languages for Spedific Purposes, 12: 9-21.
Murillo, S. The role of reformulation markers in academic lectures. In A, Hornero, M. Luzón & S. Murillo (eds.) Corpus Linguistics: Applications for the Study of English, pp. 353-364. Switzerland: Peter Lang.
Murillo, S. Developing the message: retake phenomena in scientific lectures. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 115-130. Valencia: University of Valencia.
Neumann, C. The complex dynamics of faculty-stude3nt relations in dialogic academic speech events: the research group meeting. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 25-44. Valencia: University of Valencia.
Pérez-Llantada, C. Discourse and the social construction of scientific knowledge: a look at academic vs. professional communities of practice. In M. Carretero, et al. (eds.) A Pleasure for Life in Words: A Festschrift for Angela Downing.
Pérez-Llantada, C. Genre-based pragmatic variability of interactive features in academic speech. In A, Hornero, M. Luzón & S. Murillo (eds.) Corpus Linguistics: Applications for the Study of English, pp. 385-398. Switzerland: Peter Lang.
Pérez-Llantada, C. Signaling speaker’s intentions: towards a phraseology of textual metadiscourse in academic lecturing. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 59-86. Valencia: University of Valencia.
Pérez-Llantada, C. & Ferguson G. (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm. Valencia: University of Valencia. (Further information at http://puv.uv.es)
Plo, R. Vagueness and imprecise numbers in the hard disciplines of the MICASE. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 185-208. Valencia: University of Valencia.
Ranta, E. The “attractive” progressive – why use the -ing form in English as a lingua franca? Nordic Journal of English Studies, 5(12): 95-116.
Schleef, E. The academic lecture in Germany and the US: Cross-disciplinary and cross-cultural variation. In C. Mouron Figueroa & T. Moralejo Gárate (eds.). Studies in contrastive linguistics: Proceedings of the 4th international contrastive linguistics conference. Santiago de Compostela: University of Santiago de Compostela Press. 931-940.
Vázquez, I. A corpus-based approach to the distribution of nominalization in academic discourse. In A, Hornero, M. Luzón & S. Murillo (eds.) Corpus Linguistics: Applications for the Study of English, pp. 399-416. Switzerland: Peter Lang.
Vázquez, I. A corpus-based approach to nominalization in academic lectures. In C. Pérez-Llantada & G. Ferguson (eds.) English as a GloCalization Phenomenon: Obervation from a Linguistic Microcosm, pp. 131-152. Valencia: University of Valencia.
Fortanet, I. Interaction in Academic Spoken English: the use of “I” and “You” in the MICASE. In E. Macià, A. Cervera & C. Ramos (eds.) Information Technology in Languages for Spedific Purposes: Issues and Prospects, pp. 35-52. Springer: New York.
Pérez-Llantada, C. From corpus research into language methodology. Discourse structuring words in ESP lecture comprehension. Revista de Inglés para Fins Específicos, 2: 63-70.
Pérez-Llantada, C. Instruction and interaction in an American lecture class. Observations from a corpus. The ESPecialist, 26 (2): 205-228.
Recski, L. Concordâncias, listas de palavras e palavras-chave: o que elas podem nos dizer sobre a linguagem? Literatura y Lingüítica, 16, 249-261.
Recski, L. Introducing the unexpected : a syntactic-semantic account of actually and in fact in a corpus of modern English. The ESpecialist, 26(1): 79-107.
Smet, H. & Cuyckens, H. Pragmatic Strengthening and the Meaning of Complement Constructions. Journal of English Linguistics, 33(1), 3-34.
Swales, J. M.Corpus linguistics and English for academic purposes. In E. Macià, A. Cervera & C. Ramos (eds.) Information Technology in Languages for Spedific Purposes: Issues and Prospects, pp. 19-34. Springer: New York.
Bamford, J. Gestural and symbolic uses of the deictic “here” in academic lectures. In Aijmer, K. & A.-B. Stenström (eds.) Discourse Patterns in Spoken and Written Corpora, pp. 113-138. Amsterdam: John Benjamins.
Chay, Hyun-tahk. Distinctive Usage of Though and Although: Presupposition vs. Assertion. English Language and Linguistics 18: 63-84.
Crawford Camiciottoli, B. Audience-oriented relavance markers in business studies lectures. In G. Del Lungo Camiciotti & E. Tognini Bonelli (eds.) Academic Discourse – New Insights into Evaluation, pp. 81-98. Switzerland: Peter Lang.
Crawford Camiciottoli, B. Interacting with the audience: modal verbs in cross-cultural lectures. In R. Facchinetti and F. Palmer (eds.) English Modality in Perspective. Genre Analysis and Contrastive Studies, pp. 27-43, Franfurt am Main: Peter Lang.
Crawford Camiciottoli, B. Interactive discourse structuring in L2 guest lectures: some insights from a comparative corpus-based study. Journal of English for Academic Purposes, 3(1): 39-54.
Crawford Camiciottoli, B. Metaphor as evaluation in business studies lectures. In L. Anderson and J. Bamfors (eds.). Evaluation in Oral and Written Academic Discourse, pp. 53-71. Roma: Officina Edizioni.
Fortanet, I. The use of ‘we’ in university lectures: reference and function. English for Specific Purposes, 23: 45-66.
Fortanet, I. Verbal stance in spoken academic discourse. In G. Del Lungo Camiciotti & E. Tognini Bonelli (eds.) Academic Discourse – New Insights into Evaluation, pp. 99-120. Switzerland: Peter Lang.
Gómez, I. I think: opinion, uncertainty or politeness in academic spoken English? RAEL: revista electrónica de lingüística aplicada, 3, 63-84
Mauranen, A. Speech corpora in the classroom. In G. Aston, S. Bernardini & D. Stewart (eds.) Corpora and lanuage learners, pp. 195-211. Amsterdam: John Benjamins.
Mauranen, A. “They’re a little bit different”: Variation in hedging in academic speech. In Aijmer, K. & A-B Stenström (eds.) Discourse Patterns in Spoken and Written Corpora, pp. 173-197. Amsterdam: John Benjamins.
Recski, L. Interpersonal engagement in academic spoken discourse: a functional account of dissertation defenses. English for Specific Purposes, 24: 5-23.
Simpson, R. Stylistic features of spoken academic discourse: The role of formulaic expressions. In Connor, U. & T. Upton (eds.) Discourse in the Professions: Perspectives from Corpus Linguistics, pp. 37-64. Amsterdam: John Benjamins.
Swales, J. M.Evaluation in academic speech: First forays. In G. Del Lungo Camiciotti & E. Tognini Bonelli (eds.) Academic Discourse – New Insights into Evaluation, pp. 31-53. Switzerland: Peter Lang.
Swales, J. M. Is the university a community of practice? In S. Sarangi & T. Van Leeuwen (eds.) Applied Linguistics and Communities of Practice, pp. 203-216. London: Continuum.
Swales, J. M. Research Genres: Explorations and Applications . New York: Cambridge University Press. [Chapters 5 and 6 are especially related to MICASE]
Frazier, S. A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly, 37(3): 433-466.
Mauranen, A. “But there’s a flawed argument”: Socialization into and through metadiscourse. In Leistyna P. & C. Meyer (eds.) Corpus Analysis: Language structure and use . Amsterdam: Rodopi. pp.19-34.
Mauranen, A. & Bondi, M. Evaluative language use in academic discourse. Journal of English for Academic Purposes, 2(4): 269-271.
Simpson, R. C. and Mendis, Dushyanthi. A corpus-based study of idioms in academic speech. TESOL Quarterly, 37(3): 419-441.
Swales, J. M. & Burke, A. “It’s really fascinating work”: Differences in evaluative adjectives across academic registers. In Meyer, C. & P. Leistyna (eds.) Corpus Analysis: Language structure and use. Amsterdam: Rodopi. pp.1-18.
Mauranen, A. “A good question”: Expressing evaluation in academic speech. In Cortese, G. & P. Riley (eds.) Domain-specific English: Textual practices across communities and classrooms. Frankfurt: Peter Lang. pp.115-140.
Poos, D., & Simpson, R. C. Cross-disciplinary comparisons of hedging: Some findings from the Michigan Corpus of Academic Spoken English. In Reppen, R., Fitzmaurice, S. M., and Biber, D., Using Corpora to Explore Linguistic Variation . Amsterdam: John Benjamins. pp.3-23.
Swales, J. M. Integrated and fragmented worlds: EAP materials and corpus linguistics. In J. Flowerdew (Ed.) Academic Discourse . London: Longman. pp.153-167.
Yaeger-Dror, M., Hall-Lew, L., & Deckert, S. It’s not or isn’t it? Using large corpora to determine the influences on contraction strategies. Language Variation and Change 14: 79-118. Available online at http://www.stanford.edu/~dialect/yaegeretal2002.pdf.
Lindemann, S., & Mauranen, A. It’s just real messy: The occurrence and function of ‘just’ in a corpus of academic speech. English for Specific Purposes, 20 :459-475.
Mauranen, A. Reflexive academic talk: Observations from MICASE. In Simpson, R. C. & J. M. Swales (eds.), pp.165-178.
Mauranen, A. Descriptions or explanations? Some methodological issues in Contrastive Rhetoric. In M. Hewings (ed.) Academic Writing in Context: Implications and applications. Birmingham: The University of Birmingham Press. pp.43-54.
Powell, C., & Simpson, R. C. Collaboration between corpus linguists and digital librarians for the MICASE web search interface. In Simpson, R. C. & J. M. Swales (eds.), pp.32-47.
Simpson, R. C. & Swales, J. M. (eds.) Corpus Linguistics in North America: Selections from the 1999 symposium . Ann Arbor: University of Michigan Press.
Simpson, R. C. & Swales, J. M. North American perspectives on corpus linguistics at the millennium. In Simpson, R. C. & J. M. Swales (eds.), 1-14.
Swales, J. M. Metatalk in American academic talk: The cases of “point” and “thing.” Journal of English Linguistics, 29 :34-54.
Swales, John M. & Malczewski, Bonnie. Discourse management and new episode flags in MICASE. In Simpson, R. C. & J. M. Swales (eds.), pp.145-164.
Simpson, R. C., Lucka, Bret & Ovens, Janine. Methodological challenges of planning a spoken corpus with pedagogical outcomes. In Burnard, Lou & Tony McEnery (eds.), Rethinking Language Pedagogy from a Corpus Perspective : Papers from the third international conference on Teaching and Language Corpora (TALC), 43-49. Frankfurt: Peter Lang.
Diniz, Luciana. 2007. Highly frequent function words in the light of the idiom principle. Georgia State University, Atlanta.
Reinhardt, J. Directives usage by ITAs: An applied learner corpus analysis. PhD dissertation, Pennsylvania State University.
Bellés, B. Discourse markers within the university lecture genre: a contrastive study between Spanish and north-American lectures. PhD dissertation, Universitat Jaume I, Castellón, Spain.
Schleef, E. Navigating joint activities in English and German academic discourse: Form, function and sociolinguistic distribution of discourse markers and question tags. PhD dissertation, the University of Michigan, Ann Arbor.
Mendis, D. Bathtubs, black holes and kitchen sinks: Metaphor in academic speech. PhD dissertation, the University of Michigan, Ann Arbor.
Santana-Williamson, E. A comparative study of the abilities of native and nonnative speakers of American English to use discourse markers and conversational hedges as elements of the structure of unplanned spoken American English interactions in three subcorpora of the Michigan Corpus of Academic Spoken English. Doctoral Dissertation, Alliant International University, San Diego.
(for unpublished work, please see our ESL/EAP Teaching Materials)
Blanpain, K., Laffut, A. Academic Spoken English. A Corpus-based Guide to Lectures, Presentations, Seminars and Tutorials. Leuven: Acco.
Feak, C. B., Reinhart, S. M. & Rohlck, T. N. Academic Interactions: Communicating on Campus. Ann Arbor: University of Michigan Press.
Schneider, B., Van Camp, R., Laakkonen, I., & Korhonen, L. Corpus Library (module 3 on “Let’s talk MICASE”). University of Jyväskylä, Finland. (Available online; section on MICASE)
Reinhart, S. M. Giving Academic Presentations . Ann Arbor: University of Michigan Press.
Lin, C. T. Compliments in MICASE. Paper presented at Corpus Linguistics 2009 conference, July 2009, University of Liverpool, UK.
Okamura, A. What is “you” doing in two types of monologic academic speech?. Paper presented at The Spanish Applied Linguistics Association’s (AESLA) XXVII annual conference, March 2008, University of Castilla-La Mancha, Spain.
Barlow, M., & Römer, U. Exploring and teaching the phraseology of academic discourse. Workshop at the 8th Teaching and Language Corpora (TaLC 8) conference, July 2008, Lisbon, Portugal.
Diniz, L. Suggestions and recommendations in academic speech. Paper presented at AACL, March 2008, Brigham Young University, Provo, UT.
Ellis, N., & Simpson-Vlach, R. An Academic Formulas List (AFL): Corpus linguistics, psycholinguistics, and education. Paper presented at the 8th Teaching and Language Corpora (TaLC 8) conference, July 2008, Lisbon, Portugal.
Imao, Y. A comparison of modal plus verb associations in written and spoken academic English and written general English. Paper presented at AAAL, March 2008, Washington, DC.
Kosem, I. User-friendly tools for language teaching and learning. Paper presented at the 8th Teaching and Language Corpora (TaLC 8) conference, July 2008, Lisbon, Portugal.
Moran, K. Quotative ‘be like’ use in MICASE. Paper presented at TESOL, April 2008, New York, NY.
Rij-Heyligers, J. van. Politeness in academic settings: The case of MICASE. Paper presented at the 8th Teaching and Language Corpora (TaLC 8) conference, July 2008, Lisbon, Portugal.
Römer, U., & Wulff, S. The new MICASE online interface and its potential for EAP teaching. Paper presented at the 8th Teaching and Language Corpora (TaLC 8) conference, July 2008, Lisbon, Portugal.
Staples, S. Gaining the floor: Interrupting in MICASE. Paper presented at TESOL, April 2008, New York, NY.
Wulff, S., Ellis, N., Römer, U., Bardovi-Harlig, K., & LeBlanc, C. A constructional analysis of tense-aspect in spoken English. Colloquium paper presented at AAAL, March 2008, Washington, DC.
Barlow, M., & Römer, U. Extracting collocations from specialized corpora. Pre-conference workshop held at Corpus Linguistics 2007, July 2007, Birmingham, UK.
Beers, B., & Martin, K. Using MICASE & Praat to teach pragmatics. Paper presented at TESOL, March 2007, Seatle, Washington.
Crawford Camiciottoli, B. A corpus-informed approach to teaching lecture comprehension skills in English for business studies. Paper presented at the 1st International Conference on Corpus-based Approaches to ELT, November 2007, Castellón, Spain.
Crawford Camiciottoli, B. The Multiple Identities of the Business Academic. Paper presented at Issues of Identity in and across Cultures and Professional Worlds. October 2007, Rome, Italy.
Ellis, N. C., Simpson-Vlach, R., Maynard, C. The processing of formulas in native and second-language speakers: Psycholinguistic and corpus determinants. UWM Linguistics Symposium on Formulaic Language, April 2007, University of Wisconsin-Milwaukee.
Römer, U. Using general and specialised corpora in language teaching: Past, present and future. Paper presented at the 1st International Conference on Corpus-based Approaches to ELT, November 2007, Castellón, Spain. .
Trnka, K., & McCoy, K. Corpus studies in word prediction. Paper presented at ASSETS’07, October 2007, Tempe, Arizona, USA. (Available online.)
Adel, A. What uh the folks who did this survey found: Attribution in spoken academic lectures. Paper presented at AAACL Flagstaff, Arizona.
Björkman, B. Discourse features in student presentations at tertiary level. Paper presented at Academic voices in contrast conference, May 2006, University of Bergen, Norway.
Römer, U. Texts, tools, techniques: Explorations of academic discourse. Presentation and workshop held as part of an intensive course on “Special and varied corpora” at the Tuscan Word Centre, October 2006, Pontignano, Italy.
Tao, H. 2005. So You Can Do a Lot of Things with a Corpus? Oh, Absolutely!: An Essay on Frequency Effects on Meaning and Structure of Language. Joint Meetings of the 26th Annual Conference of the International Computer Archive of Modern and Medieval English (ICAME) and the 6th Annual Conference of the American Association of Applied Corpus Linguistics (AAACL), Ann Arbor, Michigan, May 12-15, 2005.
Grieve-Smith, A. The Role of choices in measuring register and genre variation. Paper presented at the Symposium of the American Association of Applied Corpus Linguistics, May 2004, Upper Montclair, NJ.
Lee, D. Y.W. & Gunesekera, M. Humor in spoken academic discourse. Paper presented at TESOL, Apr., 2004, Long Beach, CA.(Handout)
Maynard, C., & Leicher, S. Pragmatic annotation of an academic spoken corpus for pedagogical purposes. Paper presented at the Symposium of the American Association of Applied Corpus Linguistics, May 2004, Upper Montclair, NJ.
Nesi, H. The Lexis of Spoken Academic Discourse. Paper presented at the 2nd Inter-varietal Applied Corpus Studes Conference (IVACS), June 2004, Belfast, Northern Ireland.
Ohlrogge, A. & Tsang. “I’m dying to ask you a question”: Hyperbole, Corpus Linguistics and Academic Discourse. Paper presented at the Hawaii International Conference on Arts and Humanities. Honolulu, HI, January 8-11, 2004. Published in conference proceedings.
Shehzad, W. How time is talked about in academic English? A corpus-based approach to TESL with reference to MICASE. Paper presented at the 2th Asia TESL Conference, November 2004, Seoul, Korea.
Simpson, R. C. and Adolphs, Svenja. Recurrent formulaic sequences in American and British academic English. Paper presented at the 2nd Inter-varietal Applied Corpus Studes Conference (IVACS), June 2004, Belfast, Northern Ireland.
Simpson, R. C. Politeness strategies in students’ classroom questions. Paper presented at IVACS, June 2004, Belfast, Northern Ireland.
Simpson, R. C. Corpora and generalizability: The case of Wh-clefts . Plenary presentation at the Symposium of the American Association of Applied Corpus Linguistics, May 2004, Upper Montclair, NJ.
Swales, J. M. Towards a Working Grammar of Academic and Research Speech. Plenary presentation at IVACS Conference, June 2004, Belfast, Northern Ireland. (Full text)
Swales, J. M. The US dissertation defense: A Preliminary genre analysis. Paper presented at Uppsala University, Jan. 2004.
Swales, J. M. Five case studies of US dissertation defenses. Paper presented at Purdue University, Apr. 2004.
Lee, D. Y.W. Spoken lexicogrammar and discourse patterns in the academy: MICASE past, present and future. Paper presented at Corpus Linguistics 2003, Mar. 2003, Lancaster University, UK. (Power point slides)
Mauranen, A. “It seems to me like you’re saying”: Formulae in argumentative discussion. AAAL, Mar. 2003., Arlington, VA.
Nesi, H. Enumeration as a predictive category in academic monologue. AAAL, Mar. 2003, Arlington, VA.
Rescki, L. Interpersonal engagement on academic spoken discourse: A Functional account of dissertation defenses. Paper presented at the English Language Institute brown-bag series, Sept. 2004, Ann Arbor, MI.
Simpson, R. C. Academic Spoken English: What Are the Questions? Plenary paper presented at ICAME, Apr. 2003, Guernsey, UK.
Simpson, R. C. Defining and characterizing interactivity in academic classroom discourse. AAAL, Mar. 2003, Arlington, VA.
Simpson, R. C. Corpus-based materials for interactive academic listening. TESOL, Mar. 2003, Baltimore, MD.
Swales, J. M. A closer look at aspects of institutional speech. Workshop at the Centre for Discourse Studies research seminar, June 2003, University of Aalborg, Denmark.
Swales, J. M. Evaluation in academic speech. Keynote paper presented at Evaluation in Academic Discourse, June 2003, Certosa di Pontignano, Siena, Italy.
Swales, J. M. The Dissertation defense in the US. AAAL, Mar. 2003, Arlington, VA.
Swales, J. M. Corpus linguistics and spoken English for academic purposes. Plenary paper presented at CIFLE 6 (6é Congrés de Llengüe per a Finalitats Especifiques), Jan. 2003, UPC-Vilanova i la Geltrú, Spain.
Tsang, & Ohlrogge, A. “Nobody Ever Does This”: Hyperbole in Academic Speech. Presented at the North American Undergraduate Linguistics Conference. Ann Arbor, MI, October 10, 2003.
Briggs, S. & Lee, D. Y.W. (Poster Presentation) Developing a Lexical Database of Academic Spoken English (LDASE) for Language Testing: Problems & Prospects. Presentation at the 4th North American Symposium on Corpus Linguistics and Language Teaching, Nov. 2002, Indianapolis, Indiana, USA. (Abstract/Handout)
Mendis, D. How do you give instructions when instructing? Evidence from a corpus of academic speech. Presentation at the 4th North American Symposium on Corpus Linguistics and Language Teaching, Nov. 2002, Indianapolis, Indiana, USA.
Simpson, R. C. A corpus-based study comparing students’ and professors’ use of formulaic expressions. Presentation at the 4th North American Symposium on Corpus Linguistics and Language Teaching, Nov. 2002, Indianapolis, Indiana, USA.
Simpson, R. C. Giving and getting advice in academic contexts: corpus-based teaching materials development. Inter-varietal Applied Corpus Studies Conference (IVACS), June 2002, Limerick, Ireland.
Simpson, R. C. Stylistic features of academic speech: the role of formulaic expressions. BAAL, Sept. 2002, Cardiff, UK.
Simpson, R. C., Mendis, Dushyanthi, and Komsic, Angela. A corpus-based study of idioms in academic speech. American Association for Applied Linguistics Conference, Apr. 2002, Salt Lake City, Utah.
Shaw, K., & Busch, A. Student Presentations at the University of Michigan: Argument or Show and Tell? Presentation at the 4th North American Symposium on Corpus Linguistics and Language Teaching, Nov. 2002, Indianapolis, Indiana, USA.
Swales, J. M. “Any last minute thoughts on this particular search?” The occurrence of sentence-initial ellipsis (SIE) in research speech. Presentation at the 4th North American Symposium on Corpus Linguistics and Language Teaching, Nov. 2002, Indianapolis, Indiana, USA.
Swales, J. M. Is the university a community of practice? BAAL, Sept. 2002, Cardiff, UK.
Briggs, S. & Simpson, R. C. Using an academic corpus to evaluate the lexis of EAP tests. Language Testing Research Colloquium, St. Louis, Missouri, Feb. 2001.
Mauranen, A. But here’s a flawed argument: Socialisation into and through metadiscourse. Presentation at the 3rd North American Symposium on Corpus Linguistics and Language Teaching, Mar. 2001, Boston, MA.
Pagliere, A. MICASE Implementation: Making the Michigan Corpus of Academic Spoken English web accessible. Presentation at the 3rd North American Symposium on Corpus Linguistics and Language Teaching, Mar. 2001, Boston, MA.
Simpson, R. C. Statistical analysis of disciplinary style in transcripts of spoken academic English. Presentation at the 3rd North American Symposium on Corpus Linguistics and Language Teaching, Mar. 2001, Boston, MA.
Swales, J. M. & Burke, Amy. It’s really fascinating work: Differences in evaluative adjectives across academic registers. Presentation at the 3rd North American Symposium on Corpus Linguistics and Language Teaching, Mar. 2001, Boston, MA.
Mauranen, A. They’re a little bit different: Observations on hedges in academic talk. Presentation at the 2nd North American Symposium on Corpus Linguistics and Language Teaching, March 31- April 2 2000, Northern Arizona University, Flagstaff, AZ.
Mauranen, A. Expressing evaluation in academic speech. SESSE 5 Conference, Helsinki.
Mauranen, A. Pragmatized expressions in academic speech. Seventh International Pragmatics Conference, Budapest.
Ovens, J. You have no way of knowing that: A study of negation in spoken academic discourse. Presentation at the 2nd North American Symposium on Corpus Linguistics and Language Teaching, March 31- April 2 2000, Northern Arizona University, Flagstaff, AZ.
Simpson, R. C. Adverbial hedges in spoken academic language: Cross-disciplinary comparisons and teaching applications. Presentation at the 2nd North American Symposium on Corpus Linguistics and Language Teaching, March 31- April 2 2000, Northern Arizona University, Flagstaff, AZ.
Simpson, R. C. Cross-disciplinary comparisons in a corpus of spoken academic English. Teaching and Language Corpora 2000, July19-232000, Graz, Austria.
Yaeger-Dror, M., Hall-Lew, L. & Deckert, S. It’s not or isn’t it? Using large corpora to determine the influences on contraction strategies. Paper presented at AAACL 2, Flagstaff, Arizona, USA.
Mauranen, A. Reflexive Academic Talk: A Corpus Approach. Presentation at Dialogue Analysis VII, “Working with Dialogue”, 7th IADA Conference, Apr. 1999, Birmingham, UK.
Poos, D. A question of gender? Hedging in academic spoken discourse. Michigan Linguistic Society, Oct. 1999, Michigan State University, East Lansing, MI.
Simpson, R. C., Lindemann, Stephanie & Swales, John M. First Forays into MICASE. Department of English Colloquium, Apr. 1999, Central Michigan University.
Briggs, S., & Dobson, B. Using a Spoken Language Corpus in the development of an EAP Listening Test. Poster presentation, Language Teaching Research Colloquium, Tokyo.
The history, purpose, and ideas behind the MICASE project.
Learn how to use all the features of MICASE Online, our searchable database.
Order the transcripts, sound files, and handbook.
Lessons and activities for the classroom using real MICASE dialogue.
Interactive lessons that build vocabulary, improve pronunciation using authentic sound clips, and provide great listening comprehension activities.
Access a large portion of the MICASE sound files for free.
The surprising findings of these research projects give us insight into the language of academia.
Explanation of tags, colors, punctuation, and other mark-ups used in our transcripts.
Our how-to use MICASE information complied into one downloadable document.
How is MICASE being used by applied linguists?
A list of publications, presentations and teaching materials using MICASE (1999-present).