Corpus-aided language pedagogy is one of the central application areas of corpus methodologies, and a test bed for theories of language and learning.This volume provides an overview of current trends, offering methodological and theoretical position statements along with results from empirical studies. The relationship between corpora and learning is examined from complementary perspectives — the study of learner language, the didactic use of corpus findings, and the interaction between corpora and their users. Reflections on current theory and technology open and close the volume.With its focus on the learner and the learning setting, Corpora andLanguage Learners is addressed to corpus linguists with an interest in learner language, applied linguists wishing to expand their understanding of corpora and their pedagogic potential, and language teachers wishing to critically assess the relevance of work in this field.This volume grew out of selected presentations at the 5th Teaching andLanguage Corpora conference in Bertinoro, Italy. Table of contentsIntroductionDominic Stewart, Silvia Bernardini and Guy Aston 1–18A theory for TaLC?The textual priming of LexisMichael Hoey 21–41Corpora by learners?Multiple comparisons of IL, L1 and TL corpora: The case of L2 acquisition of verb subcategorization patterns by Japanese learners of EnglishYukio Tono 45–66New wine in old skins? A corpus investigation of L1 syntactic transfer in learner languageLars Borin 67–87Demonstratives as anaphora markers in advanced leaners' English Agnieszka Lenko 89–107How learner corpus analysis can contribute to language teaching: A study of support verb constructionsNadja Nesselhauf 109–124The problem-solution pattern in apprentice vs. professional technical writing: an application of appraisal theoryLynne Flowerdew 125–135Using a corpus of children's writing to test a solution to the sample size problem affecting type-token ratiosN. Chipere, D. Malvern and Brian Richards 139–147Corpora for learners?Comparing real and ideal language learner input: The use of an EFL textbook corpus in corpus linguistics and language teachingUte Römer 151–168Can the L in TALC stand for Literature?Bernhard Kettemann and Georg Marko 169–193Speech corpora in the classroomAnna Mauranen 195–211Lost in parallel concordancesAna Frankenberg-Garcia 213–229Corpora with learners?Examining native speakers' and learners' investigation of the same concordance data and its implications for classroom concordancing with ELF learnersPassapong Sripicharn 233–245Some Lessons Students Learn: Self-discovery and CorporaPascual Pérez-Paredes and Pascual Cantos-Gomez 247–257Student use of large, annotated corpora to analyze syntactic variationMark Davies 259–269A future for TaLC?Facilitating the compilation and dissemination of ad-hoc web corporaWilliam H. Fletcher 273–300Index 301–305Bionotes 307–311