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- Although learner corpora have been with us for quite some time now, making it possible to investigate the features of interlanguage with more precision and reliability than ever before, the focus up to now has mainly been on written interlanguage. Different aspects of it have been studied, including syntax (Lozano & Mendikoetxea 2008), lexis (Hasselgren 1994) and phraseology (Nesselhauf 2003). Corpus studies dealing with spoken interlanguage, on the other hand, have been few and far between (see De Cock 2004 for an early example). This imbalance between writing and speech can be (partly) related to corpus availability. Up until recently, most learner corpora represented the written medium, cf. for instance the International Corpus of Learner English (ICLE, Granger et al. 2009), which is made up of argumentative essays written by learners from different mother tongue backgrounds. Nowadays, however, a number of spoken learner corpora are available, for example the NICT JLE (Japanese Learner English) Corpus (Izumi et al. 2004), the Giessen-Long Beach Chaplin Corpus (Müller 2005), the PAROLE corpus (Hilton et al. 2008) or the Louvain International Database of Spoken English Interlanguage (LINDSEI, Gilquin et al. 2010). These corpora and others open the way for a comparison between spoken and written interlanguage, building on previous comparisons of speech and writing in native language (see, among others, Biber 1988, Hughes 1996, Cornbleet & Carter 2001).
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Gilquin, G. (2012). Comparing spoken and written interlanguage: An introduction. 33rd International Computer Archive of Modern and Medieval English Conference (ICAME 33), Leuven. https://hdl.handle.net/2078.5/158691