ABSTRACT
Chapter 9, which is a conclusion of the previous discussions, mentions several key points to be reconsidered in learner corpus research (LCR), which include how to define “learners” as a research target (e.g., Should they include quite young children and/or high-proficient non-native speakers? How can L2 English learners and users of English as a lingua franca [ELF] be discriminated?), how to deal with the possible dynamic changes at individual levels, especially in relation to a complex dynamic systems theory (CDST), what yardstick/reference should be adopted in a contrastive interlanguage analysis (native-speaker language teachers, native-speaker students, advanced learners, non-native experts in each of the research fields, or else?), how to promote triangulation in LCR in terms of data, theory, and methodology, how to deal with frequency data more appropriately (should null hypothesis significance testing be abolished?), and how to further widen the scope of LCR.
