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.