“Voices of the Great War” is the first large corpus of Italian historical texts dating back to the period of First World War. This corpus differs from other existing resources in several respects. First, from the linguistic point of view it gives account of the wide range of varieties in which Italian was articulated in that period, namely from a diastratic (educated vs. uneducated writers), diaphasic (low/informal vs. high/formal registers) and diatopic (regional varieties, dialects) points of view. From the historical perspective, through a collection of texts belonging to different genres it represents different views on the war and the various styles of narrating war events and experiences. The final corpus is balanced along various dimensions, corresponding to the textual genre, the language variety used, the author type and the typology of conveyed contents. The corpus is fully annotated with lemmas, part-of-speech, terminology, and named entities. Significant corpus samples representative of the different “voices” have also been enriched with meta-linguistic and syntactic information. The layer of syntactic annotation forms the first nucleus of an Italian historical treebank complying with the Universal Dependencies standard. The paper illustrates the final resource, the methodology and tools used to build it, and the Web Interface for navigating it.

In this paper, we introduce Profiling–UD, a new text analysis tool inspired to the principles of linguistic profiling that can support language variation research from different perspectives. It allows the extraction of more than 130 features, spanning across different levels of linguistic description. Beyond the large number of features that can be monitored, a main novelty of Profiling–UD is that it has been specifically devised to be multilingual since it is based on the Universal Dependencies framework. In the second part of the paper, we demonstrate the effectiveness of these features in a number of theoretical and applicative studies in which they were successfully used for text and author profiling.

In this paper we present an NLP-based approach for tracking the evolution of written language competence in L2 Spanish learners using a wide range of linguistic features automatically extracted from students’ written productions. Beyond reporting classification results for different scenarios, we explore the connection between the most predictive features and the teaching curriculum, finding that our set of linguistic features often reflect the explicit instructions that students receive during each course.