#TESOL2018, #IATEFL2018 corpus related talks and posters

Geez another year gone as measured by the fast approaching TESOL 2018 and IATEFL 2018 annual knees-up. Here’s a rundown of corpus related talks. Note for IATEFL2018 I also searched for vocabulary/lexis and included those that seemed interesting. FYI the website program for TESOL2018 is neat. You might consider when looking at respective programs to see if they reflect trends of topics in Applied Linguistics.

 

 

 

 

#TESOL2018 (click here to expand)

Wednesday 28 March

Student-Centered Corpora Activities for Improved Academic Writing
Jonah Moos (Saint Michael’s College)
The online tools for inquiry based learning of collocations and other vocabulary usage are free and readily accessible. While most educators are now familiar with these tools, learners need a few easily mastered skills to become lifelong learners. This session demonstrates activities to teach those skills.

Hands-On Corpus Searches: Helping Students Discover Authentic Pragmatic Routines
Kathleen Bardovi-Harlig (Indiana University), Sabrina Mossman (Indiana University), Yunwen Su (Indiana University)
This session shows teachers how to use a free online corpus to teach pragmatic routines. Participants learn how to (1) identify expressions, (2) create supported searches, and (3) develop noticing activities. Participants who want to do hands-on searches are invited to bring devices.

Empowering ELLs Through Assessing L2 Pragmatics
Aysenur Sagdic (Georgetown University)
Pragmatic competence is a challenging yet crucial ability to master for ELLs. This presentation demonstrates how one instructor uses three assessment tools and corpus to measure IEP learners’ receptive and productive pragmatic knowledge. Participants receive ready-to-implement materials to incorporate pragmatic assessment in their classroom setting.

Using Language Corpora for Acquisition of Grammatical Collocations
Christine Wingate (University of Iowa)
Why make your students memorize lists of grammatical collocations, when they can discover them for themselves using authentic material? This presentation will demonstrate a lesson that teaches students how to use the COCA database for learning grammatical collocations. The demonstration will focus on using a corpus for collocations involving gerunds.

WebSCoRE: Effective and Enjoyable for Beginner Level Remedial Grammar (POSTER)
Kiyomi Chujo (Nihon University)
A new, free, web/smartphone-based, bilingual WebSCoRE corpus tool was created for beginner level EFL students and evaluated for efficacy for improving specifically targeted grammar. Results suggest improvement in proficiency and student feedback was highly favorable.

Best Practices for Developing Academic Discourse Through Contrastive Corpus Analysis
Brad Evans (Valley High School)
This session merges research on sociolinguistics and contrastive corpus analysis to provide teachers with applications for improving students’ academic discourse. Brief video vignettes of students using the proposed strategies move past theory and illustrate how real-world applications from these fields can effectively develop learner autonomy and academic discourse.

The Grammar You Need for Academic Writing: Beginning through Advanced
Michael Berman, Henry Caballero, Eileen Cotter, (Montgomery College)
The authors of the new “Grammar You Need” series of fold-out cards, free workbooks, and just-released free mobile apps demonstrate methods of teaching core grammar structures at basic, intermediate and advanced levels. The approach is visual, corpus-based and flexible. Participants leave with practical techniques and useful materials.

Thursday 29 March

The Science and Math Academic Corpus for Kids (SMACK)
Eric Dwyer, S.J. Ehsanzadeh, (Florida International University)
The researchers collected a linguistic corpus – the SMACK – of over 8 million running words from over 150 K–12 science and mathematics textbooks. Findings of the STEM-based corpus, including word lists representative of academic language, are offered. Participants are invited to discuss in-class activities, proficiency determination, and materials development.

College at the Ready: A teacher’s perspective
Colin Ward (Lone Star College-North Harris)
Today there is a growing trend to fast track English language learners into college-level classes. In this session, participants will explore how the use of authentic and corpus-based materials in Q: Skills for Success and Elements of Success can help student meet this demand with relevant, motivating academic content.

Preparing L2 Writers for College/University Content Courses
Gena Bennett (Independent Scholar), Jan Frodesen, PhD (University of California, Santa Barbara), Diane Schmitt (Nottingham Trent University), Margi Wald (Univ California Berkley)
How can L2 writing teachers design curricula, courses, and assignments that best support multilingual students writing across and within the disciplines? The presenters discuss possibilities from a variety of perspectives, including interviews with students and faculty, corpus-based and genre models, and their own experience with materials and course design.

Vocabulary and Grammar Practice for Building Your Academic Voice
Jeanne Lambert (The New School), Randi Reppen (Northern Arizona University)
This workshop explores how systematic study of vocabulary and grammar develops students’ academic writing voices. Presenters discuss corpus-informed approaches to designing EAP curricula and the vocabulary and grammar needed for academic discourse. They also present grammatical structures for rhetorical modes. Participants leave with resources and activities.

Academic Rebels? Informality in L1 and L2 University Student Writing
Tetyana Bychkovska, Michelle Larue, Joseph Lee, James Maxwell, (Ohio University)
Based on a taxonomy of the most common informal features mentioned in style manuals, this presentation reports findings of a comparative corpus-based analysis of informal elements in L1 and L2 university student argumentative essays. Implications for L2 composition instruction are discussed.

Irregular Verbs: A Corpus Analysis of Lists From Grammar BooksSpeakers
Nicole Carrasquel, Alex Davies, (University of Central Florida), Ekaterina Goussakova (Seminole State College of Florida)
This presentation reports on a study in which frequencies of irregular verbs from 10 grammar book lists were extracted from the Corpus of Contemporary American English. Findings revealed a relatively arbitrary inclusion of such verbs on lists. An order of frequency list is shared with participants and practical implications discussed.

It, This, and That in ELs’ Academic Writing (POSTER)
Erik Larson (University of Minnesota)
This presentation will explore the use of the cohesive devices it, this, and that in academic writing by ELs and non-ELs from two online corpora. The presenter and participants will discuss ELs’ errors as well as the pedagogical implications for EL writing instructors.

Friday 30 March

AntConc: A Tool for Learner Corpus Analysis
Jose Franco (Universidad de Los Andes NURR), Julio Palma (Universidad del Zulia)
Writing error correction without analysis becomes inefficient for teachers to identify students’ general weaknesses and their causes. AntConc allows for corpus analysis by means of its interface features. Attendees will be provided with the tips to create and analyze learner written mini-corpora to categorize deficiencies and design effective correction strategies.

Using Lexical E-Tools to Teach Vocabulary the Lexical Way
Patricia Ribeiro, Wendy Wang, (Eastern Michigan University)
Teaching academic vocabulary is more than just teaching individual words. In this session, the presenters will demonstrate how to teach lexically using free corpus-based lexical e-tools to enhance students’ academic vocabulary development.

Let’s Chit Chat: Small Talk in Academic Communities
Sarah Warfield (U.S. Department of State)
In this interactive workshop, participants are introduced to corpus-based data reflecting the importance of small talk in academic communities. They engage in communicative tasks for teaching small talk strategies to L2 learners in academic language communities, including focusing on the lexico-grammatical features of small talk.

Teaching Formulaic Language with British and American English Corpus Software
Ildiko Porter-Szucs (Eastern Michigan University), Hoda Zaki (Camden County College)
ESL teachers are invited to learn how their students can become more fluent, accurate, and idiomatic speakers and writers using formulaic language with the help of the Corpus of Contemporary American English (COCA), the British National Corpus, and other web-based tools. Step-by-step handout.

Using the Corpus of Contemporary American English with Advanced-level Students
Rosario Giraldez (Alianza Cultural Uruguay Estados Unidos)
The Corpus of Contemporary American English provides an excellent tool to help advanced-level students enhance their language use in speaking and writing. The aim of this session is to show some uses of this corpus as well as to present a few ideas to incorporate it in the language class.

Facework and Negotiation of Meaning in Synchronous Transnational Telecollaboration
Begona Clavel-Arroitia, Barry Pennock-Speck, (Universitat de Valencia)
The presenters provide research data and results from a corpus of synchronous telecollaborative interactions in English and other languages between secondary school students from five European countries. They posit that a task-based approach provides for student-centred exchanges and show that this, in turn, leads to more autonomous and meaningful interactions.

How Useful Are Corpus Linguistic Tools for Learners’ Error Correction?
Natalia Dolgova (George Washington University)
This presentation explores feasibility and efficacy of using corpus linguistic tools for instructed L2 writing. Specifically, the study aimed to gain insight into learners’ corpus-assisted error correction in written production, and the results provide implications regarding error types that are most compatible with the use of corpus tools.

#IATEFL2018(click here to expand)

Tuesday 10 April

Just the word or word and phrase?
Sharon Hartle (Verona University, Italy)
Although many teachers have felt that using corpora requires specific skills, with recent technological developments this is no longer true. Nowadays, user-friendly interfaces are being developed with the precise aim of helping learners and teachers. This presentation looks at two such easily accessible tools: Just the Word and wordandphrase, and provides practical ideas for both learners and teachers.

Do some words matter more or the frequency fallacy?
Leo Selivan (Leoxicon / ETAI)
Much research on second language vocabulary acquisition has pointed out that high-frequency vocabulary should be given priority in the classroom. However, by their very nature, highly frequent words carry multiple meanings, some more common than others. This talk focuses on the importance of collocation when selecting vocabulary for teaching and discusses whether corpus frequency should always dictate the syllabus.

Discourse layering: practical activities to teach lexical chunks
Laura Laubacher (Embassy English London)
What classroom activities help learners use new vocabulary spontaneously in speaking? In this session, we will look at learner-centred, low-prep activities that help students use and acquire functional lexical chunks. We will examine our own beliefs about language learning and discover how a ‘discourse-layering’ framework could be applied to our own teaching and be adapted for use with coursebooks.

Vocabulary @ 500 to engage, enrich and empower tribal learners
Viswanath Kannepalli (National Institute of Technology, Rourkela, India)
Rural tribal children from deprived backgrounds, receiving English medium education under a unique a government sponsored scheme in India, have been the beneficiaries of an experiment to teach 500 English words through creative vocabulary-building activities. I’ll present on this successful experiment that has resulted in the development of relevant content.

Implementing a vocabulary-based strategy to promote parallel language use
Pete Westbrook (University of Copenhagen)
Increasing internationalisation has led the University of Copenhagen to adopt both Danish and English as parallel languages. This presentation covers a university project, run in conjunction with the course Medical applications of ionizing radiation, concerned with integrating vocabulary learning strategies and vocabulary testing to ensure that students learning content in English also know key technical radiation terms in Danish.

Wednesday 11 April

A corpus analysis of phrasals and modals in teacher talk
Eric Nicaise (Universite catholique de Louvain, Belgium)
This talk will present a corpus study which explores the differences in the use of phrasal verbs and modal auxiliaries as used by NS (native-speaker) and NNS (nonnative speaker, in particular French-speaking) teachers of English as a foreign language within the framework of their most common teaching functions. Implications for TEFL will also be considered.

Vocabulary lists: snog, marry, avoid?
Julie Moore (Freelance)
Standardized vocabulary lists are increasingly being used to help design ELT syllabuses and write teaching materials. Reducing the mass of possible vocabulary that learners might need to a simple list has an intuitive appeal, but what factors should we be wary of when using such lists? This session explores the usefulness and some of the pitfalls of wordlists in ELT.

Lexical sets are history: insights from vocabulary research
Tim Herdon & Andrew Dilger (Oxford University Press)
In this practical, hands-on workshop we explore recent, at times surprising, research on key aspects of vocabulary learning. Drawing on insights from How Vocabulary is Learned (Webb & Nation, OUP, 2017), we consider topics such as vocabulary size and autonomous learning strategies, and discuss how to analyze and adapt the vocabulary activities you use in your classrooms for best results.

Applying frequency, spacing and variability theories to oral skills instruction
Maria Parker (Duke University) & Carson Maynard & Brenda Imber (University of Michigan / English Language Institute)
This workshop focuses on applying three learning theories (frequency, spacing, variability) to oral skills instruction. Participants are introduced to the theories with sample materials that address voicing and lengthening in US English vowel sounds, vocabulary acquisition and conversational pragmatics. They then work in groups to either practise the activities or adapt the materials for their own settings.

Thursday 12 April

Using corpus to teach academic writing
Fatma Abdelati Elshafie Mohamed (Zayed University)
This presentation will report on a research study that aims to: categorise the types of collocational errors produced by EAP Emirati students in their writing; investigate the effect of corpus on learners’ academic writing performance; explore how to design classroom activities using concordance lines; and suggest a range of corpora that can be used to teach writing.

Get as an auxiliary in passives: a corpus-based study
Jennifer Jean Lowe (Lancaster University, UK)
Get-passives have always been problematic to teach and to learn because pedagogical materials do not provide clear definitions about their usage. Get-passives, however, can be explained clearly and learnt easily, using two categoriesthat encompass different shades of meaning, as has emerged from a recent corpus-based study. I will show the link between academic research and its practical applications.

EMI and facilitating vocabulary growth of proficient L2 users
Piet Murre (Driestar University, The Netherlands)
Explicit teaching of vocabulary to proficient L2 speakers can hardly be done efficiently, as it concerns infrequent words and sight vocabularies may vary widely. However, using EMI for general teacher education modules for C2 level student teachers of English in the Netherlands, this may present opportunities to efficiently teach emerging new vocabulary. I’ll discuss the exploratory study that offers some findings and ideas.

AWL: adventures in word land
Richard Hillman (Bell London, UK)
Engage your students’ interest with these ideas for developing their academic lexis. We will have fun ourselves during this practical workshop, exploring and evaluating five simple but innovative ideas for teaching the vocabulary all students need for IELTS, university and their advance towards Advanced and beyond. This is the Academic Word List as you’ve never seen it before!

Focusing on lexical chunks in business emails – a beneficial approach?
Rachel Lawson (SprogEU, Denmark)
This talk will share the results of my study for my master’s final project. It investigates using a lexical approach with specific focus on chunks to improve BE learners’ email writing skills. I examine learner and teacher attitudes pre- and postcourse. And through my action research, I hope to gain useful insight into the appropriateness and success of this approach.

Friday 13 April

Improving lexical difficulty in academic writing using Text Inspector
Alexander Lewko (The American University in Cairo)
Improving lexical skills for writing can pose a challenge for students. This presentation focuses on developing lexical difficulty suitable for academic writing using the website Text Inspector. Activities utilizing this website, that allow students to analyze their writing and that of their peers as well as use corpus-based vocabulary tools to improve their own lexical awareness and output, are described.

No word is an island: the importance of word partnerships
Alex Warren (National Geographic Learning)
No man is an island, and neither are words. Just like us, they form partnerships and relationships with other words, working together to form something all the more substantial and useful. Using examples from National Geographic Learning titles, this practical session will explore and demonstrate how focusing on wordpartnerships can help speed up vocabulary learning and develop greater language awareness.

 

 

 

 

 

 

 

 

 

 

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#TESOL2017 – Corpus related talks and posters

While IATEFL2017 may well have the razzledazzle, TESOL2017 is the big kahuna. Find below corpus related talks and posters (program pdf). There are some well known names here – Kiyomi Chujo, Randi Reppen, Diane Schmitt, Dilin Liu, Keith Folse.

Do TESOL record talks like IATEFL? Otherwise am putting faith in some tweeters to get inkling of what goes down. You know what to do folks.

Tuesday 21 March
Developing Academic Discourse Competence Through Formulaic Sequences
Content Area: Vocabulary/Lexicon
The Academic Formulas List and Phrasal Expressions List include formulaic sequences that build on traditional lists, such as the Academic Word List, to better meet student proficiency needs at the discourse level. Participants investigate the lists; experience collaborative activities designed to assist students in acquisition, including online and corpus-based; and discuss considerations for adaptation and implementation. Step-by-step guides provided.
Alissa Nostas, Arizona State University, USA
Mariah Fairley, American University in Cairo, Egypt
Susanne Rizzo, American University in Cairo, USA

Wednesday 22 March
Engaging Students in Making Grammar Choices: An In‑Depth Approach
Content Area: Grammar
Appropriate use of grammar structures in academic writing can be a challenge even for advanced ESL writers. Drawing on corpus research on the characteristics of written discourse, the presenters demonstrate how to engage students in making effective grammar choices to improve their academic writing. Sample instructional materials are provided.
Wendy Wang, Eastern Michigan University, USA
Susan Ruellan, Eastern Michigan University, USA

Lexical Bundles in L1 and L2 University Student Argumentative Essays
Content Area: Second Language Writing/Composition
This presentation reports findings of a corpus-based analysis of the use, overuse, and misuse of lexical bundles in L2 university student argumentative essays. The presentation also provides ways ESL composition instructors can assist learners in using lexical bundles more appropriately.
Tetyana Bychkovska, Ohio University, USA

Teachers’ U.S. Corpus
Content Area: Research/Research Methodology
The presenters amassed a linguistic corpus-TUSC-representing approximately 4 million words based on over 50 K–12 content area textbooks. Findings of the corpus, including word lists representative of academic language, are offered. Participants are invited to discuss ways this corpus may assist K–12 teachers, especially teachers of ELLs.
Seyedjafar Ehsanzadehsorati, Florida International University, USA

And Furthermore
Content Area: Discourse and Pragmatics
Advanced learner materials offer few guidelines for the use of the expressions “moreover,” “furthermore,” “in fact,” “likewise,” “in turn,” and other additive connectors. Grounded in pragmatic theory and drawing on written corpus examples and experimental speaker judgement data, this talk defines optimal uses and paves a path to enlightened class instruction.
Howard Williams, Teachers College, Columbia University, USA

Teacher Electronic Feedback in ESL Writing Course Chats
Content Area: Second Language Writing/Composition
This corpus-based study analyzes the rhetorical moves, uptake, and student perceptions of the teacher-student chats from five freshman ESL writing courses taught by three expert teachers. Findings show that chats are useful for establishing rapport and clarifying feedback, but we suggest that longer chat sessions may be more effective.
Estela Ene, Indiana University Purdue University Indianapolis, USA
Thomas Upton, Indiana University Purdue University Indianapolis, USA

Using Corpus Linguistics in Teaching ESL Writing
Content Area: Applied Linguistics
This session explores the use of corpus linguistics in teaching L2 writing as an effective way to bring authentic language into the classroom. The presenters discuss ways of incorporating corpora in teaching L2 writing and demonstrate a sample activity of how to use a corpus to address discourse competence.
Gusztav Demeter, Case Western Reserve University, USA
Ana Codita, Case Western Reserve Universtiy, USA
Hee-Seung Kang, Case Western Reserve University, USA

How Technology Shapes Our Language and Feedback: Mode Matters
Content Area: Applied Linguistics
This presentation explores how the use of evaluative language differs between parallel corpora of text and screencast feedback and what this means for the role of feedback and position of instructor. In understanding the implications of technology choices, instructors can better match tools to their pedagogical purposes
Kelly Cunningham, Iowa State University, USA

Posters
An Effective Bilingual Sentence Corpus for Low-Proficiency EFL Learners
Content Area: CALL/Computer-Assisted Language Learning/
Technology in Education
Kiyomi Chujo, Nihon University, Japan

Propositional Precision in Learner Corpora: Turkish and Greek EFL Learners
Content Area: English as a Foreign Language
Jülide Inözü, Cukurova University, Turkey
Cem Can, Cukurova University, Turkey

Thursday 23 March
Corpus‑Based Learning of Reporting Verbs in L2 Academic Writing
Content Area: Higher Education
We present findings from our study on the effectiveness of corpus based learning of reporting verbs during a multidraft literature review assignment. The results suggest corpus-based instruction can improve L2 students’ genre awareness and lexical variety without time consuming training. Participants receive sample corpus-based teaching
materials used in the revision workshop.
Ji-young Shin, Purdue University, USA
R. Scott Partridge, Purdue University, USA
Ashley J. Velázquez, Purdue University, USA
Aleksandra Swatek, Purdue University, USA
Shelley Staples, University of Arizona, USA

Providing EAP Listening Input: An Evaluation of Recorded Listening Passages
Content Area: Listening, Speaking/Speech
Are the recorded passages that accompany listening textbooks providing students with exposure to all the necessary elements of academic lecture language? The presenter shares results of a corpusbased study, illustrating what recorded passages do well, where they fall short, and providing activities designed to supplement EAP listening instruction.
Erin Schnur, Northern Arizona University, USA

Developing Learner Resources Using Corpus Linguistics
Randi Reppen, Northern Arizona University, USA

Applying Research Findings to L2 Writing Instruction
Content Area: Second Language Writing/Composition
Effective pedagogical practices have a strong research base and respond directly to students’ learning needs. Presenters share materials developed for such needs in EAP writing classrooms, drawing on grammar/vocabulary corpus research, integration of CBI principles with current L2 writing approaches, and research findings regarding assignment sequencing for larger end-products.
Margi Wald, UC Berkeley, USA
Jan Frodesen, UC Santa Barbara, USA
Diane Schmitt, Nottingham Trent University, United Kingdom (Great Britain)
Gena Bennett, Independent, USA

Teaching Students Self‑Editing in Writing With Interactive Online Corpus Tool
Content Area: CALL/Computer-Assisted Language Learning/
Technology in Education
L2 academic writers often struggle with word choice and collocates when composing in academic English. In this teaching tip, the presenter uses http://www.wordandphrase.info, a free corpus-based online interactive tool, to show how to teach self-editing strategies to L2 writers and demonstrates activities that can be incorporated into EAP writing courses.
Aleksandra Swatek, Purdue University, USA

Corpus 101: Navigating the Corpus of Contemporary American English (COCA)
Content Area: Vocabulary/Lexicon
The Corpus of Contemporary American English (COCA) may look overwhelming at first, but it is in fact an easy-to-use resource. Presenters guide participants through step-by-step navigation of this valuable tool, sharing tips and ideas for teachers and tasks for students that relate to several of COCA’s search and analysis functions.
Heather Gregg Zitlau, Georgetown University, USA
Heather Weger, Georgetown University, USA
Kelly Hill Zirker, Diplomatic Language Services, USA

Using a Medical Research Corpus to Teach ESP Students
Content Area: English for Specific Purposes
The study discussed investigated how expert writers use lexical bundles in medical research articles. More than 200 bundles were identified using a corpus of more than 1 million words. A structural and functional analysis revealed patterns that can be used in developing materials for medical students in international ESP classes.
Ndeye Bineta Mbodj, Health Department Thies University, Senegal

Using Corpora for Engaging Language Teaching: Effective Techniques and Activities
Using concrete examples from their new book published by TESOL, the presenters introduce some common useful procedures and activities for using corpora to teach various aspects of English, including vocabulary, grammar, and writing. They also explain how to develop and use corpora to assess learner language and develop teaching materials.
Dilin Liu, University of Alabama, USA
Lei Lei, Huazhong University of Science and Technology, China

Flexible, Free, and Open Data‑Driven Learning for the Masses
Content Area: Media (Print, Broadcast, Video, and Digital)
This presentation shares findings from multisite research with the open-source FLAX (Flexible Language Acquisition) project. Open digital collections used in formal classroom-based language education and in non-formal online education (MOOCs) are presented to demonstrate how openly licensed linguistic content using data-driven methods can support learning, teaching, and materials development.
Alannah Fitzgerald, Concordia University, USA

Posters
Visualizing Vocabulary Across Cultures: Web Images as a Corpus
Content Area: Vocabulary/Lexicon
Cameron Romney, Doshisha University, Japan
John Campbell-Larsen, Kyoto Women’s University, Japan

Developing Autonomous Academic Writing Competence Through Corpus Linguistics
Content Area: CALL/Computer-Assisted Language Learning/
Technology in Education
Chinger Zapata, Universidad Católica del Norte, Chile
Hugo Keith

Data-Driven Learning (DDL) for Teaching Vocabulary and Grammar
Content Area: Teaching Methodology and Strategy
Pramod Sah, University of British Columbia, Canada
Anu Upadhaya, Tribhuvan University, Nepal

Friday 24 March
16 Keys to Teaching ESL Grammar and Vocabulary
Content Area: Grammar
This session uses corpus linguistics data to examine not only which grammar points should be taught but which vocabulary should be taught with each key grammar point. Sample lessons for teaching vocabulary with grammar and tips for designing and teaching these activities are presented.
Keith Folse, University of Central Florida, USA

Beyond Word Lists: Approaching Verbal Complements Lexicogrammatically and Cognitively
Content Area: Grammar
Gerund and infinitive verbal complements are often taught back-to-back via the use of memorization and word lists. This presentation suggests varying lesson placement, approaching the subject from a position of conceptualization of components drawn from Conti’s rule, and incorporating corpus data in classroom materials to improve salience thereof.
Miranda Hartley, University of Alabama, USA

Corpus‑Based Comparison Between Two Lists of Academic English Words
Content Area: Vocabulary/Lexicon
The study discussed compares Coxhead’s Academic Word List and Gardner and Davies’ Academic Vocabulary List in an independently developed 72-million-token university academic corpus to reveal which list is more suitable for academic vocabulary education across different academic disciplines to improve the effectiveness of English‑medium instruction.
Huamin Qi, Western University, Canada

Fostering Effective Participation in L1 Discourse Communities Through Formulaic Sequences
Content Area: Vocabulary/Lexicon
While vocabulary lists contribute substantially to lexical knowledge, discourse-level proficiency remains a challenge. The Academic Formulas List and Phrasal Expressions List, sets of formulaic sequences, address this challenge, helping learners participate more effectively in L1 discourse communities. Facilitators share online and corpus-based activities for formulaic sequence acquisition.
Susanne Rizzo, American University in Cairo, Egypt
Alissa Nostas, Arizona State University, USA
Mariah Fairley, American University in Cairo, Egypt

Developing an Open Educational Resources EAP Corpus
Content Area: English for Specific Purposes
This presentation focuses on the development of an open educational resources EAP corpus. Presenters demonstrate how the corpus can be accessed and downloaded, reused in a variety of ways, revised, remixed, and redistributed to other interested teachers, researchers, and/or students.
Brent Green, Salt Lake Community College, USA
Dean Huber, Salt Lake Community College, USA
George Ellington, Salt Lake Community College, USA

The Emergence of Academic Language Among Advanced Learners
Content Area: Second Language Writing/Composition
This session addresses the gradual changes of academic language based on a pilot study of 35 students over a 16-week graduate course. Suggestions and practical activities, informed by these findings, are demonstrated, including academic discourse techniques and the use of corpora and other online tools for text analysis.
Cheryl Zimmerman, California State University, Fullerton, USA
Jun Li, California State University, Fullerton, USA

#IATEFL 2017 – Corpus related talks and posters

The razzledazzle that is IATEFL is approaching soon. So here is a list of talks and posters related to corpora that is listed on the conference programme (pdf). I hope we get some good tweeters for these and some recordings.

Tuesday 4 April
A beginner’s guide to creating vocabulary lists with corpus software
Michael Jones (Saudi Aramco)
Using a practical example, this teacher-focused talk aims to demystify the use of corpus linguistics to make effective vocabulary choices. Attendees will be shown how easy it is, even for neophytes, to use the free AntConc corpus analysis software to compile context-specific custom corpora and keyword lists. Those teaching ESP or business English will find the talk particularly useful.

Student-built corpora: do students see the benefit?
Catherine Prewett-Schrempf & Matthew Urmston (Vienna University of
Applied Sciences for Management & Communication)
How are corpora language activities perceived by students? I will present an action research project aimed at examining student response to using corpora for a writing assignment. The context is a first-semester Business English course at the Vienna University of Applied Sciences, where students draw on both a learner corpus and an expert corpus to self-correct their work.

FUSE – The Finnish Upper Secondary School Corpus of Spoken English
Lasse Ehrnrooth (Alppila Upper Secondary School)
This poster looks at the linguistic features present in the current version of FUSE, the Finnish Upper Secondary School Corpus of Spoken English. The speech corpus consists of transcribed dialogues recorded during various, official, spoken English examinations in Finnish upper secondary schools. The research focus will be on hesitation markers and overlapping speech.

Wednesday 5 April
Lexis and exam preparation: fitting the pieces into the puzzle
Sharon Hartle (University of Verona, Language Centre)
One aspect of use of English that upper intermediate and advanced learners find particularly challenging is lexical grammar: collocation, verb patterns, etc., and how to use them effectively. This presentation shows how to train learners to use two corpora – the American Corpus (COCA) and SkeLL (Sketch Engine for English Language Learning) – to improve awareness of lexis for exam preparation purposes.

Corpora and business English: developing learners’ collocational competence
Radwa Younis (Future University in Egypt)
This workshop is going to highlight the potential of using corpora to teach collocation in business English. We will define collocation and shed light on its peculiar aspects that present challenges to learners. The workshop will suggest some corpus-based activities to assist learners in developing a repertoire of business English collocations.

Strategies for speaking tests: corpus-based tips for preparing students
Gemma Bellhouse & Alex Thorp (Trinity College, London)
Learners of English must often take an interactive speaking test to prove they can communicate effectively. But how can students prepare for unpredictable communication? Are there strategies used by test candidates, and could learning them make speaking performance more successful? Using new corpus data, this
talk outlines ‘active listening’ strategies to support test preparation and awareness of communicative competence.

Thursday 6 April
A corpus study of teacher talk in the EFL classroom
Eric Nicaise (Universite Catholique Louvain / Haute Ecole Louvain-en- Hainaut)
The talk will present CONNEcT, an acronym for A Corpus of Native and Non-native EFL Classroom Teacher Talk. CONNEcT constituted the main source of data for my doctoral thesis. It consists of transcripts of native and non-native English lesson audio-recordings carried out in secondary education. The talk will mainly focus on some of the corpus findings and suggestions for applications.

Linking adverbials and transition markers in trainee teachers’ language usage
Odette Vassallo (University of Malta)
Linking adverbials and transition markers is an essential part of discourse cohesion. These features help to ensure clarity of communication in classroom teacher talk. This talk discusses the findings of a corpus-based study focussing on the patterns of language usage of trainee teachers. It offers some initial thoughts on the implications of the study’s findings for teacher education and development.