Ädel, A. (2006). Metadiscourse in L1 and L2 English. Amsterdam: John Benjamins Publishing Company. doi:10.1075/scl.24 Aktas, R. N., & Cortes, V. (2008). Shell nouns as cohesive devices in published and ESL student writing. Journal of English for Academic Purposes, 7(1), 3–14. doi:10.1016/j.jeap.2008.02.002 Atenas, J., Havemann, L., & Priego, E. (2015). Open data as open educational resources: Towards transversal skills and global citizenship. Open Praxis, 7(4), 377–389. doi:10.5944/openpraxis.7.4.233 Benson, M., Benson, E., & Ilsen, R. F. (1986). The BBI combinatory dictionary of English: A guide to word combinations. Amsterdam: John Benjamins. doi:10.1075/z.bbi1(1st) Bernardini, S. (2002). Exploring new directions for discovery learning. In B. Kettemann & G. Marko (Eds.), Teaching and learning by doing corpus analysis (pp. 165–182). Amsterdam: Rodopi. doi:10.1163/9789004334236_015 Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman. Biber, D., & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26(3), 263–286. doi:10.1016/j.esp.2006.08.003 Biber, D., & Conrad, S. (1999). Lexical bundles in conversation and academic prose. In H. Hasselgard & S. Oksefjell (Eds.), Out of corpora: Studies in honor of Stig Johansson (pp. 181–189). Amsterdam: Rodopi. Biber, D., Conrad, S., & Cortes, V. (2003). Lexical bundles in speech and writing: an initial taxonomy. In A. Wilson, P. Rayson, & T. McEnery (Eds.), Corpus linguistics by the lune: A festschrift for Geoffrey Leech (pp. 71–92). Frankfurt/Main: Peter Lang. Biber, D., Conrad, S., & Cortes, V. (2004). If you look at . . .: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25(3), 371–405. doi:10.1093/applin/25.3.371 Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). The Longman grammar of spoken and written English. London: Longman. Bondi, M., & Lores Sanz, R. (2014). Introduction. In M. Bondi & R. Lores Sanz (Eds.), Abstracts in Academic Discourse: Variation and Change (pp. 9–20). Bern: Peter Lang. doi:10.3726/978-3-0351-0701-2 Bordet, G. (2014). Influence of collocational variations on making the PhD abstract an effective “would be insider” self-promotional tool. In M. Bondi & R. Lores Sanz (Eds.), Abstracts in Academic Discourse: Variation and Change (pp. 131–160). Bern: Peter Lang. Bordet, G. (2015). The role of “Lexical Paving” in building a text according to the requirements of a target genre. In English for Academic Purposes: Approaches and Implications (pp. 43-66). Cambridge Scholars Publishing. Boulton, A., & Cobb, T. (2017). Corpus Use in Language Learning: A Meta-Analysis. Language Learning, 67(2), 348–393. doi:10.1111/lang.12224 Boulton, A., & Pérez-Paredes, P. (Eds.). (2014). Researching new uses of corpora for language teaching and learning. ReCALL, 26(2). Boulton, A., & Thomas, J. (2012) Corpus language input, corpus processes in learning, learner corpus product. In Input, Process and Product: Developments in Teaching and Language Corpora. Brno: Masaryk University Press. Chang, J.-Y. (2014). The use of general and specialized corpora as reference sources for academic English writing: A case study. ReCALL: the Journal of EUROCALL, 26(2), 243–259. doi:10.1017/S0958344014000056 Chen, Y. H., & Baker, P. (2010). Lexical bundles in L1 and L2 academic writing. Language Learning & Technology, 14(2), 30–49. Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics. Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9781139764377.027 Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23(4), 397–423. doi:10.1016/j.esp.2003.12.001 Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238. doi:10.2307/3587951 Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Second Language Writing, 16(3), 129–147. doi:10.1016/j.jslw.2007.07.002 Flowerdew, J. (2003). Signaling nouns in discourse. English for Specific Purposes, 22(4), 329–346. doi:10.1016/S0889-4906(02)00017-0 Francis, G. (1986). Anaphoric nouns. Birmingham, UK: English Language Research, University of Birmingham. Gardner, D., & Davies, M. (2014). A new academic vocabulary list. Applied Linguistics, 35(3), 305–327. doi:10.1093/applin/amt015 Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32(3), 301–319. doi:10.1016/j.system.2004.04.001 Hackin, T. (2001). Abstracting from abstracts. In M. Hewings (Ed.), Academic writing in context: Implications and applications (pp. 93–103). Birmingham, UK: Birmingham University Press. Hafner, C. A., & Candlin, C. N. (2007). Corpus tools as an affordance to learning in professional legal education. English for Academic Purposes, 6(4), 303–318. doi:10.1016/j.jeap.2007.09.005 Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman. Harwood, N. (2005). ‘Nowhere has anyone attempted . . . In this article I aim to do just that’: A corpus based study of self-promotional I and we in academic writing across four disciplines. Journal of Pragmatics, 37(8), 1207–1231. doi:10.1016/j.pragma.2005.01.012 Hill, J. (1999). Collocational competence. ETP, 11. Hyland, K. (1999). Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341–367. doi:10.1093/applin/20.3.341 Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman. Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Journal of Pragmatics, 34(8), 1091–1112. doi:10.1016/S0378-2166(02)00035-8 Hyland, K. (2008a). Academic clusters: Text patterning in published and postgraduate writing. International Journal of Applied Linguistics, 18(1), 41–62. doi:10.1111/j.1473-4192.2008.00178.x Hyland, K. (2008b). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27(1), 4–21. doi:10.1016/j.esp.2007.06.001 Hyland, K., & Tse, P. (2005a). Evaluative that constructions: Signalling stance in research abstracts. Functions of Language, 12(1), 39–63. doi:10.1075/fol.12.1.03hyl Hyland, K., & Tse, P. (2005b). Hooking the reader: a corpus study of evaluative that in abstracts. English for Specific Purposes, 24(2), 123-139. Hyland, K., & Tse, P. (2007). Is there an “academic vocabulary”? TESOL Quarterly, 41(2), 235–253. doi:10.1002/j.1545-7249.2007.tb00058.x Ivanič, R. (1991). Nouns in search of a context: A study of nouns with both open- and closed-system characteristics. International Journal of Applied Linguistics, 29, 93–114. doi:10.1515/iral.1991.29.2.93 Jiang, F., & Hyland, K. (2015). ‘The fact that’: Stance nouns in disciplinary writing. Discourse Studies, 1–22. doi:10.1177/1461445615590719 Johns, T. (1991). Should you be persuaded: Two examples of data-driven learning. English Language Research Journal, 4, 1–16. Johns, T. (2002). Data-driven learning: the perpetual challenge. In B. Kettemann & G. Marko (Eds.), Teaching and Learning by Doing Corpus Analysis. Proceedings of the Fourth International Conference on Teaching and Language Corpora (pp. 107-117). Amsterdam: Rodopi. Joint Information Systems Committee. (2011). JISC Grant funding 18/11: OER rapid innovation. Author. Leńko-Szymańska, A., & Boulton, A. (2015). Multiple affordances of language corpora for data-driven learning. Amsterdam: John Benjamins Publishing Company. doi:10.1075/scl.69 Lock, S. (1988). Structured abstracts. BMJ: British Medical Journal, 297(6642). Milne, D., & Witten, I. H. (2013). An open-source toolkit for mining Wikipedia. Artificial Intelligence, 194, 222–239. doi:10.1016/j.artint.2012.06.007 Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge, UK: Cambridge University Press. Nelson, M. (2006). Semantic association in Business English: A corpus-based analysis. English for Specific Purposes, 25(2), 217–234. doi:10.1016/j.esp.2005.02.008 Paquot, M. (2012). Academic vocabulary in learner writing: From extraction to analysis. London: Continuum. Robinson, P. (1995). Attention, memory, and the “noticing” hypothesis. Language Learning, 45(2), 283–331. doi:10.1111/j.1467-1770.1995.tb00441.x Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9781139524780.003 Sonbul, S., & Schmitt, N. (2013). Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63(1), 121–159. doi:10.1111/j.1467-9922.2012.00730.x Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press. Swales, J., & Feak, C. (2009). Abstracts and the writing of abstracts. The Michigan Series in English for Academic and Professional Purposes. Ann Arbor, MI: University of Michigan Press. doi:10.3998/mpub.309332 Szudarski, P., & Carter, R. (2016). The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics, 26(2), 245–265. doi:10.1111/ijal.12092 Thomas, S., & Hawes, T. P. (1994). Reporting verbs in medical journal articles. English for Specific Purposes, 13(2), 129–148. doi:10.1016/0889-4906(94)90012-4 Thompson, G., & Ye, Y. (1991). Evaluation in the reporting verbs used in academic papers. Applied Linguistics, 12(4), 365–382. doi:10.1093/applin/12.4.365 Vyatkina, N. (2016). Data-driven learning of collocations: Learning performance, proficiency, and perceptions. Language Learning & Technology, 20(3), 159–179. West, M. (1953). A general service list of English words. Longman, Green & Co. Witten, I. H., Bainbridge, D., & Nichols, D. M. (2010). How to Build a Digital Library (2nd ed.). Burlington, MA: Morgan Kaufmann. Wu, S., Li, L., Witten, I. H., & Yu, A. (2016). Constructing a collocation learning system from the Wikipedia corpus. International Journal of Computer-Assisted Language Learning and Teaching, 6(3), 18–35. doi:10.4018/IJCALLT.2016070102 Wu, S., & Witten, I. H. (2016). Transcending concordance: Augmenting academic text for L2 writing. International Journal of Computer-Assisted Language Learning and Teaching, 6(2), 1–18. doi:10.4018/IJCALLT.2016040101 Xue, G., & Nation, P. (1984). A university word list. Language Learning and Communication, 3(2), 215–229.