Laura Giacomini is Full Professor of Translation Studies at the University of Innsbruck. In 2019, she completed her habilitation at the Department of Information Science and NLP at the University of Hildesheim, Germany. Her research focuses on (computational) lexicography, terminology, phraseology and language technologies. She is the principal investigator (PI) of PhraseBase, an ongoing project aimed at developing a phraseological and cognitively oriented lexical information system for various languages, and is the organiser of the project-related PhrasaLex workshop series. Amongst other editorial activities, she is co-editor in-chief of the dictionary series Wörterbücher zur Sprach- und Kommunikationswissenschaft (WSK) / Dictionaries of Linguistics and Communication Science, published by De Gruyter Brill.
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Valentina Piunno is Associate Professor in Linguistics at the University of Bergamo (Italy). Her research interests include the study of the lexicon at the semantics-syntax interface, synchronic and diachronic approaches to comparative linguistics, combinatorial lexicography, corpus linguistics, and the application of computational technologies to linguistic research. Since 2024, she has been responsible for the project DiaBerg: I dialetti bergamaschi in rete, aimed at preserving, promoting, and disseminating the linguistic and cultural heritage of the Bergamasque dialects. She has also participated in national research projects, including CombiNet (2013–16), dedicated to the development of a combinatorial dictionary of Italian, and the PNRR project CHANGES – Cultural Heritage Active Innovation for Sustainable Society (2022–25). She is the author of the volume Sintagmi preposizionali con funzione aggettivale e avverbiale (LINCOM 2018) and of several publications in the field of combinatorial lexicology.
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Inés Olza is Senior Researcher in Language and Cognition at the Institute for Culture and Society (ICS) of the University of Navarra (UNav, Spain), where she leads the Multimodal Pragmatics Lab for the cognitive and pragmatic study of human multimodal communication. She is also Principal Investigator of the Knowledge Generation Project MultiDeMe to analyze the multimodal patterns for disagreement and mediation in human interaction, funded by the Spanish Ministry of Science and EU/FEDER Funds (PID2022-143052NB-I00), and she directs the CoCoMInt Network on conflict communication and mediation in interaction, which manages scientific collaboration among 11 research teams in 10 Spanish universities. She is a member of the Red Hen Lab, a distributed laboratory for research on multimodal communication; the Pamplona node of PRESEEA, and the Iberus Action Cluster Cognition in Action (Grupo ICON). Her research focuses on figurative language, gesture, phraseology and interactional dynamics from the perspective of Pragmatics, Cognitive Linguistics and Multimodality.
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Daniel Alcaraz is "Beatriz Galindo" Researcher at the Department of English Philology, University of Murcia (Spain). He received his PhD in 2019 at Lancaster University, where his doctoral research was funded by the Arts and Humanities Research Council (AHRC) in 2016. In 2019, he was awarded a CERU On the Move postdoctoral mobility fellowship at the University of Murcia, and a postdoctoral grant on the Cognitive Linguistics and Cognitive Poetics project (PI: Prof. Cristóbal Pagán) at the same university. He then received a postdoctoral fellowship from Fundación Séneca to conduct research on the comprehension of temporal and numerical information at the University of Wisconsin, Madison (United States) (supervisor: Prof. Martha Alibali). In parallel, he has been involved in research projects led by the Red Hen Lab and is a member of the Daedalus Lab at the University of Murcia. He has published extensively in both national and international journals, including articles in PLOS ONE, Frontiers in Psychology, Cognitive Semiotics, Language & Communication, Semiotica, Metaphor & Symbol, and Review of Cognitive Linguistics.
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Katrin Schmiderer is a postdoctoral researcher at the Department of Subject-Specific Education at the University of Innsbruck. She also teaches Italian and Spanish at secondary level and serves as a trainer in teacher professional development. After earning her PhD in 2022, her thesis was published by Narr Francke Attempto in 2023 as Produktiver und rezeptiver Grammatikerwerb im schulischen Italienischunterricht. Eine Lernersprachenanalyse ('Productive and Receptive Grammar Acquisition in School Italian Lessons: A Learner Language Analysis'). In addition, she is the lead author of the task-oriented, corpus-based phraseodidactic textbook Facciamo bella figura! (iup 2021), designed for teaching and learning Italian as an L2. Her main research interests include different aspects of instructed SLA (morphosyntax, production-comprehension interfaces, turn-taking in interaction, formulaic language; especially L2 Italian and Spanish) and task-based language teaching (TBLT).
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Anke Lenzing is professor of English language education at Innsbruck University, Austria. Her research engages with psycholinguistic aspects of (instructed) second language acquisition (SLA). She has worked extensively within the framework of Processability Theory has extended the theory to include a model of the mental grammatical system of beginning L2 learners as well as a model of the interface between L2 comprehension and production. She has also worked on the role of formulaic sequences in early SLA. Her current research focuses on psycholinguistic perspectives on L2 communicative interaction and on applying mathematical principles of dynamical systems theory to selected aspects of SLA.
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Zeynep Köylü is a Swiss National Science Foundation Professor and a senior research associate at the Department of English, University of Basel. Her research foci include second language development in different learning contexts, particularly study abroad, in which she investigates the improvement of L2 formulaicity, role of English as a lingua franca, intercultural communication, and the dynamic interaction between learner-internal and learner-external variables. Her work has appeared in leading journals in the field, such as Language Learning, Studies in Second Language Acquisition, System, and Journal of Second Language Writing, to name a few. She is also a working group leader in the European Network on International Student Mobility (ENIS).
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