Research based on VESPA
The following research papers, MA theses and conferences papers have used VESPA-NO as (part) of their material.
Ebeling, Signe Oksefjell & Hilde Hasselgård (2015) Learners' and native speakers' use of recurrent word-combinations across disciplines. In A.K. H. Gujord, S. Nacey, S. Ragnhildstveit (eds), Learner Corpus Research: LCR2013 Conference Proceedings (Bergen Language and Linguistics Studies (BeLLS) vol. 6), 87-106.
Hasselgård, Hilde (2014) It-clefts in English L1 and L2 academic writing. In Kristin Davidse, Caroline Gentens, Lobke Ghesquière, Lieven Vandelanotte (eds) Corpus Interrogation and Grammatical Patterns. Amsterdam: John Benjamins Publishing Company, 295-320.
Hasselgård, Hilde (2015) Lexicogrammatical features of adverbs in advanced learner English. ITL International Journal of Applied Linguistics 166:1, 163-189.
Hasselgård, Hilde (2016) Discourse-organizing metadiscourse in novice academic English. Accepted for publication in María José López-Couso et al. (eds), Corpus linguistics on the move: Exploring and understanding English through corpora. Brill | Rodopi, 106-131.
Hasselgård, Hilde (2016) Conditional clauses in novice academic English: A comparison of Norwegian learners and native speakers. In Elisabeth Wennö, Marie Tåqvist, Peter Wikström, Johan Wijkmark (eds), Fact or Fiction? Studies in honour of Solveig Granath. Special issue of Nordic Journal of English Studies 15 (2), 78-94
Hasselgård, Hilde (2017 - in press) Stating the obvious: signals of shared knowledge in Norwegian-produced academic English. In Pieter de Haan, Rina de Vries and Sanne van Vuuren (eds), Language, Learners and Levels: Progression and Variation. Louvain: Presses universitaires de Louvain, 23-44.
Paquot, Magali, Hilde Hasselgård & Signe Oksefjell Ebeling (2013) Writer/reader visibility in learner writing across genres. A comparison of the French and Norwegian components of the ICLE and VESPA learner corpora. In S. Granger, G. Gilquin & F. Meunier (eds), Twenty Years of Learner Corpus Research: Looking back, Moving ahead. “Corpora and Language in Use”, Presses Universitaires de Louvain, 377-387.
Fossan, Heidi. (2011). The writer and the reader in Norwegian advanced learners' written English: A corpus-based study of writer/reader visibility features in texts by Norwegian learners of English and native speakers of English. MA thesis, University of Oslo. (supervisors: Hildegunn Dirdal and Hilde Hasselgård)
Lie, Jonas. (2013) 'The fact that the majority seems to be...': A corpus-driven investigation of lexical bundles in native and non-native academic English. MA thesis, University of Oslo. (supervisor: Hilde Hasselgård)
Zolotova, Ekaterina (2014) Who am I? and Who are we? in argumentative and academic writing. A corpus-based study of author identity in the writing of native speakers and Russian learners of English. MA thesis, University of Oslo (supervisor: Hilde Hasselgård)
Signe Oksefjell Ebeling and Hilde Hasselgård: Learners’ and native speakers’ use of recurrent word-combinations across disciplines Learner Corpus Research Conference, Bergen/Os, Norway, September 27–29, 2013
Hilde Hasselgård: Metadiscourse in novice academic English. ICAME34, Santiago de Compostela, May 2013.
Hilde Hasselgård: Phraseological teddy bears: an investigation of frequent lexical bundles in academic writing by Norwegian learners compared to native speakers of English. ICAME35, Nottingham, May 2014.
Magali Paquot & Douglas Biber: The impact of genre on EFL learner writing: A multi-dimensional analysis perspective. ICAME36, Trier, May 2015.
Hilde Hasselgård: Stating the obvious: Signals of shared knowledge in Norwegian-produced academic English. LCR2015, Nijmegen, September 2015.