Alphabet Street aka Corpus Symposium at VRTwebcon 8

I was delighted to be able to take part in my first webinar as a presenter. Leo Selivan (@leoselivan) asked me to join the corpus symposium for the 8th VRT web conference along side Jenny Wright (@teflhelper) and Sharon Hartle (@hartle). You can find links to our talks at the end of this post as well as my slides.

Presenting on a webinar is definitely a unique experience like talking to yourself knowing others are watching and listening in. Other things to be noted are making sure your microphone is loud enough and that uploaded powerpoints to online systems like Adobe Connect don’t show your slide notes!

My talk was about using BYU-Wikipedia corpus to help recycle coursebook vocabulary and was titled Darling (BYU) Wiki in homage to the recent passing of the great musician Prince. Another webinar note – people can’t hear the music from your computer if you have headphones on!

As I have already posted about using BYU-Wiki for vocabulary recycling, in this post I want to give some brief notes on designing worksheets using some principles from the research literature. When talking about the slide below I did not really explain in the talk what input enhancement and input flood were. And I also did not point out that my adaptation from Barbieri & Eckhardt (2007) was  very loose : ).


Input  enhancement  draws  learners’  attention  to  targeted grammatical features by visually or acoustically flagging L2 input to  enhance  its  perceptual  saliency but  with  no  guarantee  that  learners will attend to the features” (Kim, 2006: 345).

For written text they include things such as underlining, bolding, italicizing, capitalizing, and colouring. Note that the KWIC output from COCA uses colour to label parts of speech.

Input flood similarly enhances saliency through frequency and draws its basis from studies showing importance of repetition in language learning.

Szudarski & Carter (2015) concluded that a combination of input enhancement and input flood can lead to performance gains in collocational knowledge.

Hopefully this post has briefly highlighted some points I did not cover in my 20 min talk. A huge thanks to those who took the time to attend, to Leo and Heike (Philip, @heikephilp) for organizing things smoothly and my co-presenters Jennie and Sharon. Do browse the recordings of the other talks as there are some very interesting ones to check out.

Talk recording links, slides and related blog posts

Jennie Wright, Making trouble-free tasks with corpora

Sharon Hartle, SkELL as a Key to Unlock Exam Preparation

Mura Nava, Darling (BYU) Wiki

Question and Answer Round

My talk slides (pdf)

Summary Post by Sharon Hartle

8th Virtual Round Table Web Conference 6-8 May 2016 program overview

References and further reading:

Barbieri, F., & Eckhardt, S. E. (2007). Applying corpus-based findings to form-focused instruction: The case of reported speech. Language Teaching Research, 11(3), 319-346

Han, Z.,  Park, E. S., & Combs, C. (2008). Textual enhancement of input: issues and possibilities. Applied Linguistics 29.4: 597–618.

Kim,Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a foreign language. TESOL Quarterly 40.2: 341–373.

Szudarski, P., & Carter, R. (2015). The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics.

TESOL France 2014 – thoughts, poster, handout and links

TESOL France 2014 flew by again over the weekend (14-16 November). This year I presented a poster on using PirateBox in class. I felt there was quite a strong interest in this and pleased that some may take up the challenge of using it. I know of one teacher in Germany,  paulw @josipa74, who has set up the open-wrt version on a portable router. Hoping to read about more take-ups in the future. The poster handouts went quickly and I had more which I had forgotten to replace!

I had an interesting question about the security of PirateBox for Android from one conference attendee, he was concerned with technically able students being able to look at other folders on his phone. It was a good question that I had not thought of it before. I guess any system is open to security holes, I should pose this question on the PirateBox forums. Oh and I won the poster prize competition (many thanks to Kevin Stein ‏@kevchanwow for great feedback on poster and Ela Wassel ‏@elawassell for letting me know via twitter as I could not make the closing sessions).

Stephen Krashen and Carole Read were plenary speakers. I caught Krashen’s non-plenary talk (see presentation 1 notes below) on the Friday where he amongst other things repeated his click-bait assertion that EAP teaching was a dead duck. What I found surprising is that he did not really angle his talk for a hall full of teachers who I assume wanted to know about pedagogy. There seemed to be a lot of headnodding and ELT amens and hallelujahs after certain assertions amongst the crowd. There were certain notable dissenters such as Hugh Dellar, for example.

By contrast Carole Read’s plenary on Saturday (see blog post below) was oriented to teaching concerns, in particular on teacher  development, and was harmless enough though there was some language that skirted on and even at one point referenced NuLP, Neurolinguistic Programming.

On the Friday I went to a talk on spoken discourse analysis by Carole Ann Robinson where she described using out of context language and asking her high level students to put back the context they thought was appropriate. Inevitably a lot of context will be culturally loaded and as a colleague pointed out with French students such tasks would have to be set up very carefully and would necessarily be limited by the French context. Nevertheless there were some good activities to consider using limited language as prompts.

On Saturday before lunch I attended a talk on the TOEIC exam by Miles Craven, which was good though I wished the presenter had spent more time on the examples he used in the book he was selling. Some of them I had not really considered and would have liked to have seen more details on it.

The talk I attended after lunch on Saturday on team teaching by Paul Wheal was very interesting from what I managed to gather as I had missed the first thirty minutes (blame the lunch). It was on how he taught and corrected English in parallel with a content expert who was delivering the subject matter. There was a nice video interview with the subject-matter expert exploring the benefits and challenges of team teaching.

The final talk I attended on the Sunday was a panel discussion and presentation of a national survey of working conditions of English teachers/trainers in France. The numbers seemed to back up what the audience already perceived as the grim present and future prospects for the industry here. I may do a separate post on this.

As ever I am very grateful to all the hardworking volunteers who make this conference possible, thank you!

For more reading on TESOL France 2014 check out some of the posts below by Fab Englishteacher ‏@fabenglishteach:

Review- Carol Read’s Plenary: Reflections on how to become a highly efficient teacher

Workshop Review -Esra Girgin Gümüstekin – Teach Empowered

Workshop Review : Sophie Handy – Top Tips For Teens

My TESOL FRANCE workshop –: L1 – How to avoid it and ways of using it in the language classroom.

Stephen Krashen has put up notes of his three talks:

Presentation 1: TESOL France – Compelling Comprehensible Input

Presentation 2: TESOL France – Animal language

Presentation 3: TESOL France – controversies

Judith Dubois @judyldubois has written about:

My Encounter with Stephen Krashen

Mark Hancock  @HancockMcDonald  ponders why some teachers like to hear about the demise of teaching:

Stephen Krashen at TESOL France

and reports on:

Carol Read at TESOL France

TESOL Times Magazine interview with Stephen Krashen

TESOL France 2013 – slides, handout, notes

Hmm going to be a dull week to face after attending the 32nd annual international TESOL France shindig. Loads of great talks (e.g. see reports on materials writing in ELT by Jonathan Sayers, @jo_sayers; experimental practice in ELT by Lexical Leo,@leoselivan; Tailoring ESP courses by Kirstin Lahaye, ‏ @kirstinlahaye ), amiable company and Celtic dancing.

Seems to be a tradition to post up slides of the talks so I will duly comply. A huge thanks to the folks who came to spend some time with me, and who asked some great questions. A huge thanks to the TESOL committee, volunteers and all attendees, everything seemed to run like clockwork.

Using concordance software to inform classroom practice:



NB1: for a video walkthrough of the getting your own texts part of the talk please have a look at this:

NB2: my reference to a diy corpus as a Frankencorpus, building your own body, comes from a Rob Troyer IALLT 2013 presentation. The Frankenstein icon was made by

And as Scott Thornbury said in his plenary – the body (corpus) remembers! So why not make use of such memories in your classroom.

#Lexconf2013 – Novice workshop-talk hues

As mentioned in my #lexconf2013 conference summary this post outlines my first “proper” workshop-talk experience.

Things will go wrong, more so in cases where technology is involved.* My workshop had 5 computers in total, 4 of which were kindly provided by the event organisers. Unfortunately two programs were not installed on these computers so bringing a copy of software on a key is vital. I wasted time trying to find a solution to one of the missing programs and only arrived at a partial solution in any case.

Forty-five minutes really translates into 35-40 mins adding 5-10 mins waiting for conference attendees to arrive and settle. So subtract 10mins from official talk length.

Related to timing with workshops is how important it is to focus on a limited amount of content. I was too ambitious in what I wanted to cover. This I guess comes with experience.

Wish for great plenary sessions in your conference 🙂 so that you have an interesting source of common experience which you can use to connect to your audience. It also helps to calm your nerves as you are thinking about a great plenary you have just heard rather than overthinking your impending talk.

Reading about other teacher experiences really does help e.g. Ava Fruin/@avafruin courageously blogged about her first talk from conception to post talk reflection.

To get a taste of my talk you can check a remixed version (resolution can be switched to high def for clearer image), many thanks to the workshop participants for their questions and feedback.

*Even giants like Google battle the tech gremlins and lose –