Books by Paweł Szudarski
Collocations, Corpora and Language Learning, 2023
This Element provides a systematic overview and synthesis of corpus-based research into collocati... more This Element provides a systematic overview and synthesis of corpus-based research into collocations focusing on the learning and use of collocations by second language (L2) users. Underlining the importance of collocation as a key notion within the field of corpus linguistics, the text offers a state-of-the-art account of the main findings related to the applications of corpora and corpus-based measures for defining, identifying and analysing collocations as related to second language acquisition. Emphasising the quality of L2 collocation research, the Element illustrates key methodological issues to be considered when conducting this type of corpus analysis. It also discusses examples of pertinent research questions and points to representative studies treated as models of good practice. Aiming at researchers both new and experienced, the Element also points to avenues for future work and shows the relevance of corpus-based analysis for improving the process of learning and teaching of L2 collocations.
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Digital Teaching for Linguistics, 2022
Digital Teaching for Linguistics re-imagines the teaching of linguistics in a digital environment... more Digital Teaching for Linguistics re-imagines the teaching of linguistics in a digital environment. It provides both an introduction to digital pedagogy and a discussion of technologically driven teaching practices that could be applied to any field of study.
Drawing on the authors’ extensive experience of successful delivery of web-based instruction and assessment, this book:
• provides extended analysis and discussion of the best practices for teaching in an online and blended context;
• features examples and case studies based on current research and teaching practice;
• proposes new methods of teaching and assessment in line with innovations in educational technology.
This book is essential reading for educators in the areas of linguistics, English language, and education seeking guidance and advice on how to design or adapt their teaching for a digital world.
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This book presents the current state of knowledge in the vibrant and diverse field of vocabulary ... more This book presents the current state of knowledge in the vibrant and diverse field of vocabulary studies, reporting innovative empirical investigations, summarising the latest research, and showcasing topics for future investigation. The chapters are organised around the key themes of theorising and measuring vocabulary knowledge, formulaic language, and learning and teaching vocabulary. Written by world-leading vocabulary experts from across the globe, the contributions present a variety of research perspectives and methodologies, offering insights from cutting-edge work into vocabulary, its learning and use. The book will be essential reading for postgraduate students and researchers interested in the area of second language acquisition, with a particular focus on vocabulary, as well as to those working in the broader fields of applied linguistics, TESOL and English studies.
https://www.multilingual-matters.com/page/detail/?K=9781788923736
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Corpus Linguistics for Vocabulary provides a practical introduction to using corpus linguistics i... more Corpus Linguistics for Vocabulary provides a practical introduction to using corpus linguistics in vocabulary studies. Using freely available corpus tools, the author provides a step-by-step guide on how corpora can be used to explore key vocabulary-related research questions and topics such as:
The frequency of English words and how to choose which ones should be taught to learners;
How spoken vocabulary differs from written vocabulary, and how academic vocabulary differs from general vocabulary;
How vocabulary contributes to the structure of discourse, and the pragmatic functions it fulfils.
Featuring case studies and tasks throughout, Corpus Linguistics for Vocabulary provides a clear and accessible guide and is essential reading for students and teachers wanting to understand, appreciate and conduct corpus-based research in vocabulary studies.
a review by Rebeca Arndt (2019), published in Language Learning & Technology; https://www.lltjournal.org/item/3118
a review by Long He (2018), published in the International Journal of Corpus Linguistics; https://benjamins.com/catalog/ijcl.23.1
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Papers by Paweł Szudarski
Szudarski (2023) Corpora and teaching vocabulary and phraseology. In: JABLONKAI, R. R. AND CSOMAY, E., ed., The Routledge Handbook of Corpora in English Language Teaching Routledge. 41-55, 2023
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Studies in Second Language Acquisition, 2022
This study is a replication and extension of Morgan-Short et al.’s (2018) investigation into the ... more This study is a replication and extension of Morgan-Short et al.’s (2018) investigation into the role of attention in input processing by L1-Polish learners of L2-Spanish, with proficiency and language of assessment explored as two key methodological factors. Our aims were twofold: to investigate learners’ comprehension in different conditions with their L2 proficiency controlled for, and to examine this process when learners were tested using different languages. Data from three trials (N = 136) were analyzed: Trial-English, Trial-Polish, and Trial-Spanish, where comprehension was tested in English, Polish, or Spanish, respectively. Results showed that both L2 proficiency and language of assessment significantly affected learners’ performance, with their scores being lower in the -n morpheme condition but only when comprehension was tested in English or Spanish. We discuss these findings both theoretically and methodologically, making recommendations on designing future replication studies and improving the generalizability of L2 findings across multiple research sites.
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The chapter reports on a study exploring the use of data-driven learning as a way of developing t... more The chapter reports on a study exploring the use of data-driven learning as a way of developing the phraseological competence of L2 learners attending secondary school. The study followed a quasi-experimental design in which fifteen non-transparent phrases were presented to two groups of L1-Polish learners of English representing two different instructional conditions: paper-based DDL and a dictionary-based approach. A control group with no experimental treatment was also included for comparison purposes. The target phrases (e.g. ‘by far’ or ‘straight away’) were selected from Martinez and Schmitt’s (2012) PHRASE list, and learners’ knowledge of these items was measured by means of two tests: a multiple-choice test of meaning recognition and an L1-L2 translation test of meaning recall. The design also included a questionnaire tapping into students’ perceptions of the treatments. Results revealed that DDL was more effective in enhancing learners’ phraseological knowledge, leading to modest gains at both levels of phraseological mastery. The questionnaire data confirmed that corpus-based exercises were perceived as beneficial; however, strong positive attitudes toward the use of dictionaries were also found. The chapter discusses the benefits and challenges of introducing DDL to lower-level L2 students and concludes by discussing the implications of the study for secondary-school language education.
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Morgan-Short, K., Marsden, E. J., Heil, J., Issa, B., Leow, R., Mikhaylova, A., Mikołajczak, S., Moreno, N., Slabakova, R. and Szudarski, P. (2018). Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension Language Learning 68(2): 392-437.
We conducted a multisite replication study with aspects of preregistration in order to explore th... more We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in that no effects on comprehension were detected in analyses conducted over all sites. However, further investigation is warranted due to site‐specific effects and methodological limitations. We found all aspects of the multisite registered replication approach to be useful although the registration component itself appeared to be an especially feasible and valuable first step toward increasing the robustness and generalizability of findings in our field.
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We conducted a multisite replication study with aspects of preregistration in order to explore th... more We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in that no effects on comprehension were detected in analyses conducted over all sites. However, further investigation is warranted due to site‐specific effects and methodological limitations. We found all aspects of the multisite registered replication approach to be useful although the registration component itself appeared to be an especially feasible and valuable first step toward increasing the robustness and generalizability of findings in our field.
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The aim of this article is to present and summarize the main research findings in the area of lea... more The aim of this article is to present and summarize the main research findings in the area of learning and teaching second language (L2) collocations. Being a large part of naturally occurring language, collocations and other types of multi-word units (e.g., idioms, phrasal verbs, lexical bundles) have been identified as an important aspect of L2 proficiency that needs to be promoted through language instruction. However, while in recent years the field of applied linguistics has witnessed an impressive rise in the number of studies exploring the process of learning and using L2 collocations, there is still little consensus as to what are the most effective ways of enhancing this kind of knowledge. The aim of this paper is to review the literature in this area, highlight the main findings pertaining to teaching English as a second (ESL) and foreign (EFL) learners, and point to future research directions.
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English Teaching Professional, 2017
The article considers how vocabulary teaching can be enhanced through the use of corpora.
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The study investigated L2 learners' acquisition of verb‐noun and adjective‐noun collocations foll... more The study investigated L2 learners' acquisition of verb‐noun and adjective‐noun collocations following two kinds of instruction: input flood only and input flood plus input enhancement (in the form of underlining). L1 Polish learners of English as a foreign language were exposed to infrequent collocations embedded in stories that were read during three consecutive weeks. Their collocational competence was subsequently assessed in a battery of delayed tests tapping into productive and receptive levels of collocational mastery. Input flood plus input enhancement resulted in the acquisition of collocations but only at the level of form recall and form recognition. The findings are discussed with reference to the complexity of acquiring and measuring L2 collocational knowledge. The article concludes with implications for instructed second language acquisition.
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The Language Learning Journal, Jan 1, 2012
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Books by Paweł Szudarski
Drawing on the authors’ extensive experience of successful delivery of web-based instruction and assessment, this book:
• provides extended analysis and discussion of the best practices for teaching in an online and blended context;
• features examples and case studies based on current research and teaching practice;
• proposes new methods of teaching and assessment in line with innovations in educational technology.
This book is essential reading for educators in the areas of linguistics, English language, and education seeking guidance and advice on how to design or adapt their teaching for a digital world.
https://www.multilingual-matters.com/page/detail/?K=9781788923736
The frequency of English words and how to choose which ones should be taught to learners;
How spoken vocabulary differs from written vocabulary, and how academic vocabulary differs from general vocabulary;
How vocabulary contributes to the structure of discourse, and the pragmatic functions it fulfils.
Featuring case studies and tasks throughout, Corpus Linguistics for Vocabulary provides a clear and accessible guide and is essential reading for students and teachers wanting to understand, appreciate and conduct corpus-based research in vocabulary studies.
a review by Rebeca Arndt (2019), published in Language Learning & Technology; https://www.lltjournal.org/item/3118
a review by Long He (2018), published in the International Journal of Corpus Linguistics; https://benjamins.com/catalog/ijcl.23.1
Papers by Paweł Szudarski
Drawing on the authors’ extensive experience of successful delivery of web-based instruction and assessment, this book:
• provides extended analysis and discussion of the best practices for teaching in an online and blended context;
• features examples and case studies based on current research and teaching practice;
• proposes new methods of teaching and assessment in line with innovations in educational technology.
This book is essential reading for educators in the areas of linguistics, English language, and education seeking guidance and advice on how to design or adapt their teaching for a digital world.
https://www.multilingual-matters.com/page/detail/?K=9781788923736
The frequency of English words and how to choose which ones should be taught to learners;
How spoken vocabulary differs from written vocabulary, and how academic vocabulary differs from general vocabulary;
How vocabulary contributes to the structure of discourse, and the pragmatic functions it fulfils.
Featuring case studies and tasks throughout, Corpus Linguistics for Vocabulary provides a clear and accessible guide and is essential reading for students and teachers wanting to understand, appreciate and conduct corpus-based research in vocabulary studies.
a review by Rebeca Arndt (2019), published in Language Learning & Technology; https://www.lltjournal.org/item/3118
a review by Long He (2018), published in the International Journal of Corpus Linguistics; https://benjamins.com/catalog/ijcl.23.1