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Speaker: Dr Clarence Green is a Senior Lecturer in the School of Education of Federation University Australia.

He holds a PhD in linguistics (University of Melbourne) and a Master of Applied Linguistics TESOL. He has taught and published widely in corpus linguistics, first and second language acquisition, literacy, psycholinguistics, and English grammar. He currently coordinates the Master of Specialist Teaching, Master of Education and Speech Pathology courses in the School of Education, and is on the editorial board of the Journal of English for Academic Purposes and the Asia Pacific Journal of Education. 

Title: Extensive reading and viewing for vocabulary growth: Some insights from corpus linguistics

Abstract: This session explores how corpus research contributes to our understanding of the potential for Extensive Reading/ER and Extensive Viewing/EV to develop vocabulary incidentally. Incidental learning makes a robust contribution to vocabulary, whereby vocabulary develops as a by-product of meaning-focused tasks, e.g. reading comprehension. ER/EV involve students self-selected pleasure reading/viewing and a large amount of comprehensible input over prolonged periods (Renandya & Jacobs, 2016). Over the past 10-15 years, a research stream has developed in corpus linguistics modelling how much (and what) vocabulary ER/EV might be able to contribute. For example, Cobb (2007) and Schmitt et al. (2017) conclude modelling reveals the impossibility of incidentally acquiring a vocabulary size beyond 3000 words. In contrast, McQuillan (2016, 2019), McQuillan and Krashen (2008) concluded modelling indicates a vocabulary of 9000 words might be possible, with a significant amount of academic vocabulary also acquired. Nation (2014) concludes ER needs to include mid-frequency graded readers given corpora indicate heavily lexical loads in unsimplified fiction.

This presentation will share how corpus modelling is done, and its strengths and weaknesses in exploring ER/EV. It presents my own recent studies suggesting ER/EV can provide a substantial amount of vocabulary within comprehensible input at rates associated with incidental learning, including disciplinary and general academic vocabulary. Further, within these corpus models are pathways from smaller to larger vocabulary sizes while reading texts comprehensible for different vocabulary sizes. The presentation illustrates both the value of ER/EV and also the contribution that corpus linguistics can make to ER/EV research. 

About International Perspectives on Corpus Technology for Language Learning - Seminar Series

Given the challenges to language education posed by COVID-19, increasing collaborative development in online pedagogies and resources ensures continuity of language education throughout the pandemic, while preparing students to succeed in an uncertain post-COVID-19 world. This seminar series is a global initiative spanning multiple time zones, with participants from Brazil, the UK, the USA, France, Poland and Australia, discussing the latest applications of language corpora for (language) learning. Topics include the use of corpora for language education, corpus pragmatics, text analytics for classroom use, data-driven learning, and much more, with a range of famous international speakers.

If you would like to present or have any queries about the CORPUS Seminar series, please contact Peter Crosthwaite.

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The seminars will take place in the following time zones: 9pm (Brisbane), 8am (Sao Paulo), 11am (UK)