I conduct research on a range of topics in applied linguistics, spanning contrastive linguistics, corpus linguistics, discourse analysis, English-medium instruction, language pedagogies, metadiscourse, parascientific, scientific, and academic communication, register studies, TESOL, translation. See selected publications below. 


Curry, N. (2021). Academic writing and reader engagement: Contrasting questions in English, French and Spanish corpora. Routledge.


Curry, N. (2023). Question illocutionary force indicating devices in academic writing: A corpus-pragmatic and contrastive approach to identifying and analysing direct and indirect questions in English, French, and Spanish. International Journal of Corpus Linguistics28(1), 91-119.

Curry, N., Love, R., & Goodman, O. (2022).  Adverbs on the move: Investigating publisher application of corpus research on recent language change to ELT coursebook development. Corpora17(1), 1-38.

Cheded, M., Curry, N., Hopkinson, G., & Gilchrist, A. (2022). Managing precarity at the intersection of individual and collective life: A Membership Categorisation Analysis of conflict and tensions in an Online Biosocial Community. Organization30(1), 42-64.

Ganobcsik-Williams, L., Curry, N., Neculai, C. (2022). Academic writing in times of crisis: Refashioning writing tutor development for online environments. Journal of Academic Writing12(1), 10-21.

Curry, N. & Pérez-Paredes, P. (2021). Stance nouns in COVID-19 related blog posts: A contrastive analysis of blog posts published in The Conversation in Spain and the UK. International Journal of Corpus Linguistics26(4), 469-497.

Curry, N. (2021). Developing learners as global citizens: Reflections on the affordances of digital pedagogies in language education. ACROSS – A Comprehensive Review of Societal Studies, 4(1), 1-11.

Love, R., & Curry, N. (2021). Recent change in modality in informal spoken British English: 1990s – 2010s. English Language and Linguistics, 25(3), 537-562.

Curry, N. (2019). Learners as Models: the Pedagogical Value of Near Peer Role Models. Speak Out! Journal of the IATEFL Pronunciation Special Interest Group, 60, pp. 34-43.

Curry, N. & Chambers, A. (2017). Questions in English and French Research Articles in Linguistics: A corpus-based contrastive analysis. Corpus Pragmatics1(4), pp. 327-350.


McCallum, L., & Curry, N. (2023). Complexity, accuracy and fluency in writing. Manuscript in preparation. In Mohebbi, H. (Ed.), Insights into teaching and learning writing: A practical guide for early-career teachers (pp. 27-44). Castledown Publishing. doi:

Pérez-Paredes, P., & Curry, N. (2023). Exploring the Internationalisation and Glocalisation Constructs in EMEMUS Lecturers’ Interviews and Focus Groups. In Researching English-Medium Higher Education (pp. 92-116). Routledge. doi:

Curry, N. (2022). Digital pedagogy and language teaching and learning – from research to practice. In Watkins, P. (Ed.), The Better Learning Research Review (pp. 103-109). Cambridge University Press.

Curry, N. (2022). On contrastive analysis and language pedagogy: Reimagining applications for contemporary English language teaching. In McCallum, L. (Ed.), English language teaching in the European Union: Theory and practice across the region (pp. 239-256). Springer. doi:

Curry, N., Clarke, J. & Vincent, B. (2021). Ponying the Slovos: A parallel linguistic analysis of translations of A Clockwork Orange. In Campbell, I., (Ed.), Science fiction in translation (pp. 165-188). Palgrave Macmillan. doi:

Curry, N., & Riordan, E. (2021). Intelligent CALL systems for writing development: Investigating the use of Write and Improve for developing written language and writing skill. In K. Kelch, P. Byun, S. Cervantes, &. Safavi, S. (Eds.), CALL theory applications for online TESOL education (pp. 252-273). IGI Global. doi:

Curry, N., & Pérez-Paredes, P. (2021). Understanding lectures’ practices and processes: An investigation of English medium education in a Spanish multilingual university. In M.L. Carrió-Pastor, & Bellés-Fortuño, B., (Eds.), Teaching language and content in multicultural and multilingual classrooms (pp. 123-156). Palgrave Macmillan. doi:

Curry, N., & Clark, T. (2020). Corpus-informed evaluation of examination criteria for MENA. In L. McCallum, and Coombe, C. (Eds.), The assessment of L2 Written English across the MENA Region: A synthesis of practice (pp. 359-392). Palgrave Macmillan. doi:


Curry, N. (2023). [Review of the book Fundamental principles of corpus linguistics, by T. McEnery, & Brezina, V.] International Journal of Corpus Linguistics28(2), 278-283. doi:

Love, R., Brookes, G. & Curry, N. (2021). BAAL/CUP seminar: “Corpora in applied linguistics: Broadening the agenda”. Language Teaching, 55(1), 139-141. doi:

Love, R., Brookes, G., & Curry, N. (2021). Reporting from “Corpora in Applied Linguistics: Broadening the Agenda”. BAAL News, 119 (Summer 2021). British Association for Applied Linguistics.