Publications by category
Books
Durrant P, Siyanova-Chanturia A, Kremmel B, Sonbul S (2022). Research Methods in Vocabulary Studies., John Benjamins Publishing Company.
McCallum L, Durrant P (2022). Shaping Writing Grades., Cambridge University Press (CUP).
Durrant P, Brenchley M, McCallum L (2021). Understanding Development and Proficiency in Writing., Cambridge University Press (CUP).
Durrant P, Brenchley M, McCallum L (2021).
Understanding Development and Proficiency in Writing Quantitative Corpus Linguistic Approaches.Abstract:
Understanding Development and Proficiency in Writing Quantitative Corpus Linguistic Approaches
Abstract.
Journal articles
Durrant P, Durrant A (In Press). Appropriateness as an aspect of lexical richness: what do quantitative measures tell us about children's writing?.
Assessing WritingAbstract:
Appropriateness as an aspect of lexical richness: what do quantitative measures tell us about children's writing?
Quantitative measures of vocabulary use have added much to our understanding of first and second language writing development. This paper argues for measures of register appropriateness as a useful addition to these tools. Developing an idea proposed by Author (2019), it explores what such measures can tell us about vocabulary development in the L1 writing of school children in England and critically examines how results should be interpreted. It shows that significant patterns of discipline- and genre-specific vocabulary development can be identified for measures related to four distinct registers, though the strongest patterns are found for vocabulary associated with fiction and academic writing. Follow-up analyses showed that changes across year groups were primarily driven, not by the nature of individual words, but by the overall quantitative distribution of register-specific vocabulary, suggesting that the traditional distinction between measures of lexical diversity and lexical sophistication may not be helpful for understanding development in this context. Closer analysis of academic vocabulary showed development of distinct vocabularies in Science and English writing in response to sharply differing communicative needs in those disciplines, suggesting that development in children’s academic vocabulary should not be seen as a single coherent process.
Abstract.
Cangir H, Durrant P (In Press). Cross-linguistic Collocational Networks in the L1 Turkish - L2 English Mental Lexicon. Lingua
Durrant P, Brenchley M (In Press). Development of noun phrase complexity across genres in children's writing.
Applied LinguisticsAbstract:
Development of noun phrase complexity across genres in children's writing
Complex noun phrases (NP) are central to mature academic writing and often a focus of explicit teaching. The National Curriculum in England, for example, requires specific components of NP complexity to be taught at specific educational stages. However, the evidence base for such practices is unclear. Research on the emergence of NP components is both limited and dated. Moreover, some work has suggested that NP development is late-occurring and genre-specific, calling into question curricular guidance which specifies teaching from the earliest years and which makes no mention of genre.
Analysing 240 texts written by children in England aged six to 16, this study shows that overall complexity develops at a roughly constant rate from primary school onwards. Increases are principally driven by postmodification, especially relative clauses and proposition phrases. By the end of their mandatory education, children make some use of genre distinctions evident in adult writing. However, there are also clear patterns of overuse and underuse of particular NP components. Key distinctive features are examined in context to understand the roles NP components play in writing development.
Abstract.
Durrant P (In Press). Studying children’s writing development with a corpus. Applied Corpus Linguistics
Durrant P, Brenchley M, Clarkson R (In Press). Syntactic development across genres in children's writing: the case of adverbial clauses. Journal of Writing Research
Durrant P, Moxley J, McCallum L (In Press). Vocabulary sophistication in first-year composition assignments. International Journal of Corpus Linguistics
Durrant P (2023). Review of Deignan, Candarli, & Oxley (2023). The linguistic challenge of the transition to secondary school: a corpus study of academic language. Applied Corpus Linguistics, 3(2), 100049-100049.
Durrant P (2019). Vocabulary and English for Specific Purposes Research: Quantitative and Qualitative Perspectives.
TESOL QUARTERLY,
53(1), 279-280.
Author URL.
Durrant P, Brenchley M (2018). Development of vocabulary sophistication across genres in English children's writing.
Reading and Writing,
32, 1927-1953.
Abstract:
Development of vocabulary sophistication across genres in English children's writing
This paper aims to advance our understanding of how children’s use of vocabulary in writing changes as they progress through their school careers. It examines the extent to which a model of lexical sophistication as use of low-frequency, register-appropriate words adequately captures development in vocabulary use across the course of compulsory education in England. We find that the received model needs elaborating in a number of important ways. Specifically: (1) the average frequency of words in the repertoire used by older children is no lower than that of younger children. However, younger children’s writing is characterized by extensive repetition of high frequency verbs and adjectives and of low frequency nouns (the latter being a product of a focus on entities which are rarely discussed in adult writing). The role of repetition in this finding implies that lexical sophistication is inseparable from lexical diversity, a construct which is usually treated as distinct. (2) Younger children’s writing shows a preference for fiction-like vocabulary over academic-like vocabulary. As they mature, children come to make greater use of academic vocabulary in both their literary and non-literary writing, though this increase is greatest in their non-literary writing. Use of fiction vocabulary remains constant across year groups but decreases sharply in non-literary writing, showing an enhanced sense of register appropriateness. This development of register appropriate word use can be captured by relatively simple frequency-based measures that could readily be employed by teachers and researchers to track writers’ development in this aspect of word use.
Abstract.
Lu C, Durrant P (2017). A corpus-based lexical analysis of Chinese medicine research articles. asian journal of applied linguistics, 4, 3-15.
Cangır H, Büyükkantarcıoğlu N, Durrant P (2017). Investigating Collocational Priming in Turkish. Journal of Language and Linguistic Studies, 13, 465-486.
McLaughlin J, Durrant P (2017). Student Learning Approaches in the UAE: the case for the achieving domain.
Higher Education Research and DevelopmentAbstract:
Student Learning Approaches in the UAE: the case for the achieving domain
The deep versus surface learning approach dichotomy has dominated recent research in student learning approach dimensions. However, the achievement dimension may differ in importance in non-Western and vocational tertiary settings. The aim was to assess how Emirati tertiary students could be characterized in terms of their learning approaches. The study looked into emergent learning factors that may be important in Emirati students. The students were Emirati men in a first year English for academic purposes program at a tertiary college (N=252). The students completed the Revised Study Process Questionnaire (R-SPQ-2F) to determine learning orientation along the deep and surface approach dimensions. A factor analysis was carried out to assess emergent dimensions in the data. The results on the deep and surface dimensions were inconclusive. However, the factor analysis suggested a disposition towards a construct that we characterize as ‘attainment of satisfaction from learning.’. In addition, the factor analysis suggested the possibility of the achieving domain emerging as a separate construct from the surface domain in this context, contrasting with previous research employing the R-SPQ-2F. The results suggest that the deep versus surface learning approach model may not sufficiently represent the complexity of student motivations and strategies in the current context. In addition, student affect tied to outcomes is discussed as an important though perhaps overlooked dimension in non-Western contexts. The implications of the results to future research are considered.
Abstract.
Durrant P (2016). To what extent is the Academic Vocabulary List relevant to university student writing?.
English for Specific Purposes,
43(3), 49-61.
Abstract:
To what extent is the Academic Vocabulary List relevant to university student writing?
This paper investigates the use of Academic Vocabulary List (D. Gardner & Davies, 2014) items in successful university study writing. Overall, levels of use of AVL items are high, and increase as students progress through the years of undergraduate and taught postgraduate study, suggesting that it may be a useful resource. However, significant variation is found across text types and disciplines. While the former is relatively minor, the latter is extensive, suggesting the list is more relevant to some student writers than others. An analysis by items indicates that around half of the words on the list are used very little. Moreover, the items which are frequent differ across disciplines. However, a small core of 427 items was found to be frequent across 90% of disciplines. This suggests that a generic productive academic vocabulary does exist, but that it is smaller in scope than the full Academic Vocabulary List.
Abstract.
Durrant P (2015). Lexical Bundles and Disciplinary Variation in University Students’ Writing: Mapping the Territories.
Applied Linguistics,
38(2), 165-193.
Abstract:
Lexical Bundles and Disciplinary Variation in University Students’ Writing: Mapping the Territories
This paper describes disciplinary variation in university students’ writing, as it is reflected in the use of recurrent four-word sequences. In contrast to previous studies, disciplinary categories are not assumed at the outset of the analysis, but rather emerge from an initial analysis of variation across all writers in the corpus. Variation is presented in the form of a visual map representing degrees of similarity and difference between individual writers. Emergent disciplinary groupings are then used as the basis for a qualitative analysis of distinctive lexical bundles. Analysis reveals four main disciplinary groupings. A primary distinction appears between hard (science/technology) and soft (humanities/social sciences) subjects, with two further groupings (life sciences and commerce) being intermediate between these two. Evidence is also found of cross-group disciplines, which draw on a variety of influences, and of particular disciplines which are internally heterogeneous. A qualitative analysis of bundles which are distinctive of ‘hard’ and ‘soft’ disciplines is presented in order to characterize the discourse functions which mark these categories.
Abstract.
Durrant P (2014). Corpus frequency and second language learners' knowledge of collocations: a meta-analysis.
International Journal of Corpus Linguistics,
19(4), 443-477.
Abstract:
Corpus frequency and second language learners' knowledge of collocations: a meta-analysis
Tests of second language learners’ knowledge of collocation have lacked a principled strategy for item selection, making claims about learners’ knowledge beyond the particular collocations tested difficult to evaluate. Corpus frequency may offer a good basis for item selection, if a reliable relationship can be demonstrated between frequency and learner knowledge. However, such a relationship is difficult to establish satisfactorily, given the small number of items and narrow range of test-takers involved in any individual study. In this study, a meta-analysis is used to determine the correlation between learner knowledge and frequency data across nineteen previously-reported tests. Frequency is shown to correlate moderately with knowledge, but the strength of this correlation varies widely across corpora. Strength of association measures (such as mutual information) do not to correlate with learner knowledge. These findings are discussed in terms of their implications for collocation testing and models of collocation learning.
Abstract.
Durrant P (2014). Discipline and Level Specificity in University Students' Written Vocabulary.
Applied Linguistics,
3(35), 328-356.
Abstract:
Discipline and Level Specificity in University Students' Written Vocabulary
This article examines the extent to which different groups of university students have shared vocabulary needs. Previous research in this area is limited in that it: (i) has focused on items from Coxhead's Academic Word List (2000), which is skewed towards certain disciplines, and focuses only on reading needs; (ii) has not investigated variation across levels of study; and (iii) creates a possibly false dichotomy between generic and discipline-specific vocabulary. The intermediate position—that broad groups of students may have similar vocabulary needs—is not considered. This article aims to further our understanding of variation in academic vocabulary by: (i) analysing the extent to which student writing across disciplines and levels of study draws on generic or specialized vocabulary, and (ii) identifying clusters of student groups with shared vocabulary needs. It finds substantial variation between disciplines, which is only slightly lessened when related disciplines are grouped together. Most disciplines are relatively internally homogeneous, and so good candidates for teaching units, though the vocabulary of masters students often diverges considerably from that of undergraduates.
Abstract.
Durrant P (2013). Formulaicity in an agglutinating language: the case of Turkish.
Corpus linguistics and linguistic theory,
9(1), 1-38.
Abstract:
Formulaicity in an agglutinating language: the case of Turkish
This study examines the extent to which complex inflectional patterns found in Turkish, a language with a rich agglutinating morphology, can be described as formulaic. It is found that many prototypically formulaic phenomena previously attested at the multi-word level in English – frequent co-occurrence of specific elements, fixed ‘bundles’ of elements, and associations between lexis and grammar – also play an important role at the morphological level in Turkish. It is argued that current psycholinguistic models of agglutinative morphology need to be complexified to incorporate such patterns. Conclusions are also drawn for the practice of Turkish as a Foreign Language teaching and for the methodology of Turkish corpus linguistics.
Abstract.
Durrant P, Mathews-Aydinli J (2011). A function-first approach to identifying formulaic language in academic writing.
Journal of English for Specific Purposes,
30(1), 58-72.
Abstract:
A function-first approach to identifying formulaic language in academic writing
There is currently much interest in creating pedagogically-oriented descriptions of formulaic language. Research in this area has typically taken what we call a ‘form-first’ approach, in which formulas are identified as the most frequent recur- rent forms in a relevant corpus. While this research continues to yield valuable results, the present paper argues that much can also be gained by taking a ‘function-first’ approach, in which a corpus is first annotated for communicative functions and formulas are then identified as the recurrent patterns associated with each function. We demonstrate this approach through a comparative analysis of introductions to student essays and research articles. Focusing on one particularly com- mon communicative function, the analysis demonstrates that (1) this function is more common in student essays than in articles; (2) both the choice to use the function and the choice of linguistic forms that realize the function vary across sub- ject areas in research articles, but not in student essays; (3) research articles tend to be more formulaic in expressing the function than student essays; and (4) some parts of the forms used are highly formulaic, while others are more open. The key formulas are described and suggestions made regarding their pedagogical presentation.
Abstract.
Durrant P, Schmitt N (2010). Adult learners′ retention of collocations from exposure.
Second Language Research,
26(2), 163-188.
Abstract:
Adult learners′ retention of collocations from exposure
Formulaic language is widely recognised to be of central importance to fluent and idiomatic language use. However, the mechanics of how formulaic language is acquired are not well understood. Some researchers (e.g. Nick Ellis) believe that the chunking inherent in formulaic language drives the language learning process. Others (e.g. Wray) claim that adult second language learners take an essentially non-formulaic approach to language learning, analysing their input into individual words and not retaining information about what words appear together. If the second model is right, it represents a crucial difference between child first and adult second language learning. This ‘non-formulaic’ model is tested here through a lab-based study of collocation learning. Our findings indicate that, contrary to the model, adult second language learners do retain information about what words appear together in their input. This suggests that any shortfall in non-natives’ knowledge of collocational associations between words is due to inadequate input, rather than a non-nativelike approach to learning. The study also examines the effects of different forms of repetition on collocation acquisition and draws conclusions regarding pedagogical activities for learning.
Abstract.
Durrant P (2010). Alison Wray, ″Formulaic language: Pushing the Boundaries“. Applied Linguistics, 31(1), 163-166.
Durrant P, Doherty A (2010). Are high-frequency collocations psychologically real? Investigating the thesis of collocational priming.
Corpus Linguistics and Linguistic Theory,
6(2), 125-155.
Abstract:
Are high-frequency collocations psychologically real? Investigating the thesis of collocational priming.
Words which frequently co-occur in language (‘collocations’) are often thought to be independently stored in speakers’ minds. This idea is tested here through experiments investigating the extent to which corpus-identified collocations exhibit mental ‘priming’ in a group of native speakers. Collocational priming is found to exist. However, in an experiment which aimed to exclude higher-order mental processes, and focus instead on the ‘automatic’ processes which are thought to best reflect the organisation of the mental lexicon, priming is restricted to collocations which are also psychological associates. While the former finding suggests that collocations found in a large corpus are likely to have psychological reality, the latter suggests that we may need to elaborate our models of how they are represented.
Abstract.
Durrant P (2010). Formulaic Language: Pushing the Boundaries.
APPLIED LINGUISTICS,
31(1), 163-166.
Author URL.
Durrant P (2009). Investigating the viability of a collocation list for students of English for Academic Purposes.
Journal of English for Specific Purposes,
28(3), 157-179.
Abstract:
Investigating the viability of a collocation list for students of English for Academic Purposes.
A number of researchers are currently attempting to create listings of important collocations for students of EAP. How- ever, so far these attempts have (1) failed to include positionally-variable collocations, and (2) not taken sufficient account of variation across disciplines. The present paper describes the creation of one listing of positionally-variable academic collocations and evaluates the extent to which it is likely to be useful to students from across a wide range of disciplines. A number of key findings emerge. First, cross-disciplinary collocations differ in type from the collocations on which most researchers have traditionally focused in that they tend not to be combinations of two lexical words, but rather pairings of one lexical and one grammatical word. Second, most of the words which are found in academic collocations are not found on Coxhead’s influential Academic Word List. This, it is argued, reflects a serious methodological weakness in Coxhead’s listing. Third, the vocabulary needs of students in the arts and humanities are characteristically different from those of stu- dents in other disciplines. Researchers and teachers therefore need to deal with these learners separately. The paper finishes by making a number of recommendations for future developments in this area.
Abstract.
Durrant P, Schmitt N (2009). To what extent do native and non-native writers make use of collocations?.
International Review of Applied Linguistics,
47(2), 157-177.
Abstract:
To what extent do native and non-native writers make use of collocations?
Usage-based models claim that first language learning is based on the frequency-based analysis of memorised phrases. It is not clear though, whether adult second language learning works in the same way. It has been claimed that non-native language lacks idiomatic formulas, suggesting that learners neglect phrases, focusing instead on orthographic words. While a number of studies challenge the claim that non-native language lacks formulaicity, these studies have two important shortcomings: they fail to take account of appropriate frequency information and they pool the writing of different learners in ways that may mask individual differences. Using methodologies which avoid these problems, this study found that non-native writers rely heavily on high-frequency collocations, but that they underuse less frequent, strongly associated collocations (items which are probably highly salient for native speakers). These findings are consistent with usage-based models of acquisition while accounting for the impression that non-native writing lacks idiomatic phraseology.
Abstract.
Durrant P (2007). Collocations in a learner corpus.
FUNCTIONS OF LANGUAGE,
14(2), 251-261.
Author URL.
Durrant P (2007). Nadja Nesselhauf. Collocations in a learner corpus. Functions of Language, 14(2), 251-261.
Chapters
Durrant P (2022). Formulaic language research in practice. In (Ed) Corpus Linguistics for Writing Development, Routledge, 157-180.
Durrant P (2022). Grammar research in practice. In (Ed) Corpus Linguistics for Writing Development, Routledge, 113-135.
Durrant P (2022). Learner corpus analysis in practice. In (Ed) Corpus Linguistics for Writing Development, Routledge, 15-32.
Durrant P (2022). Studying writing development with a corpus. In (Ed) Corpus Linguistics for Writing Development, Routledge, 3-14.
Durrant P (2022). Understanding formulaic language in learner writing. In (Ed) Corpus Linguistics for Writing Development, Routledge, 139-156.
Durrant P (2022). Understanding grammar in learner writing. In (Ed) Corpus Linguistics for Writing Development, Routledge, 95-112.
Durrant P (2022). Understanding vocabulary in learner writing. In (Ed) Corpus Linguistics for Writing Development, Routledge, 35-58.
Durrant P (2022). Vocabulary research in practice. In (Ed) Corpus Linguistics for Writing Development, Routledge, 59-91.
Gries ST, Durrant P (2019). Analyzing co-occurrence data. In Gries ST, Paquot M (Eds.)
A practical handbook of corpus linguistics, New York: Springer.
Abstract:
Analyzing co-occurrence data
Abstract.
Durrant P (2019). Formulaic language in English for Academic Purposes. In Siyanova-Chanturia A, Pellicer-Sanchez A (Eds.) Understanding Formulaic Language: a Second Language Acquisition Perspective, Abingdon: Routledge.
Ardavani S, Durrant P (2015). How have political and socio-economic issues impacted on the motivation of Iranian university students to learn English?. In (Ed)
English language teaching i the Islamic Republic of Iran: Innovations, trends and challenges, London: British Council, 35-45.
Abstract:
How have political and socio-economic issues impacted on the motivation of Iranian university students to learn English?
Abstract.
Durrant P, Siyanova-Chanturia A (2015). Learner Corpora and Psycholinguistic Research. In Granger S, Gilquin G, Meunier F (Eds.)
The Cambridge Handbook of Learner Corpus Research, Cambridge: Cambridge University Press.
Abstract:
Learner Corpora and Psycholinguistic Research
Abstract.
Jones M, Durrant P (2010). What can a corpus tell us about vocabulary teaching materials?. In McCarthy M (Ed) The Routledge Handbook of Corpus Linguistics, London: Routledge, 387-400.
Reports
Durrant P, Walker C, Michel R (2015).
Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme. Abstract:
Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme.
Abstract.
Publications by year
In Press
Durrant P, Durrant A (In Press). Appropriateness as an aspect of lexical richness: what do quantitative measures tell us about children's writing?.
Assessing WritingAbstract:
Appropriateness as an aspect of lexical richness: what do quantitative measures tell us about children's writing?
Quantitative measures of vocabulary use have added much to our understanding of first and second language writing development. This paper argues for measures of register appropriateness as a useful addition to these tools. Developing an idea proposed by Author (2019), it explores what such measures can tell us about vocabulary development in the L1 writing of school children in England and critically examines how results should be interpreted. It shows that significant patterns of discipline- and genre-specific vocabulary development can be identified for measures related to four distinct registers, though the strongest patterns are found for vocabulary associated with fiction and academic writing. Follow-up analyses showed that changes across year groups were primarily driven, not by the nature of individual words, but by the overall quantitative distribution of register-specific vocabulary, suggesting that the traditional distinction between measures of lexical diversity and lexical sophistication may not be helpful for understanding development in this context. Closer analysis of academic vocabulary showed development of distinct vocabularies in Science and English writing in response to sharply differing communicative needs in those disciplines, suggesting that development in children’s academic vocabulary should not be seen as a single coherent process.
Abstract.
Cangir H, Durrant P (In Press). Cross-linguistic Collocational Networks in the L1 Turkish - L2 English Mental Lexicon. Lingua
Durrant P, Brenchley M (In Press). Development of noun phrase complexity across genres in children's writing.
Applied LinguisticsAbstract:
Development of noun phrase complexity across genres in children's writing
Complex noun phrases (NP) are central to mature academic writing and often a focus of explicit teaching. The National Curriculum in England, for example, requires specific components of NP complexity to be taught at specific educational stages. However, the evidence base for such practices is unclear. Research on the emergence of NP components is both limited and dated. Moreover, some work has suggested that NP development is late-occurring and genre-specific, calling into question curricular guidance which specifies teaching from the earliest years and which makes no mention of genre.
Analysing 240 texts written by children in England aged six to 16, this study shows that overall complexity develops at a roughly constant rate from primary school onwards. Increases are principally driven by postmodification, especially relative clauses and proposition phrases. By the end of their mandatory education, children make some use of genre distinctions evident in adult writing. However, there are also clear patterns of overuse and underuse of particular NP components. Key distinctive features are examined in context to understand the roles NP components play in writing development.
Abstract.
Durrant P (In Press). Studying children’s writing development with a corpus. Applied Corpus Linguistics
Durrant P, Brenchley M, Clarkson R (In Press). Syntactic development across genres in children's writing: the case of adverbial clauses. Journal of Writing Research
Durrant P, Moxley J, McCallum L (In Press). Vocabulary sophistication in first-year composition assignments. International Journal of Corpus Linguistics
2023
Durrant P (2023). Review of Deignan, Candarli, & Oxley (2023). The linguistic challenge of the transition to secondary school: a corpus study of academic language. Applied Corpus Linguistics, 3(2), 100049-100049.
2022
Durrant P (2022). Formulaic language research in practice. In (Ed) Corpus Linguistics for Writing Development, Routledge, 157-180.
Durrant P (2022). Grammar research in practice. In (Ed) Corpus Linguistics for Writing Development, Routledge, 113-135.
Durrant P (2022). Learner corpus analysis in practice. In (Ed) Corpus Linguistics for Writing Development, Routledge, 15-32.
Durrant P, Siyanova-Chanturia A, Kremmel B, Sonbul S (2022). Research Methods in Vocabulary Studies., John Benjamins Publishing Company.
McCallum L, Durrant P (2022). Shaping Writing Grades., Cambridge University Press (CUP).
Durrant P (2022). Studying writing development with a corpus. In (Ed) Corpus Linguistics for Writing Development, Routledge, 3-14.
Durrant P (2022). Understanding formulaic language in learner writing. In (Ed) Corpus Linguistics for Writing Development, Routledge, 139-156.
Durrant P (2022). Understanding grammar in learner writing. In (Ed) Corpus Linguistics for Writing Development, Routledge, 95-112.
Durrant P (2022). Understanding vocabulary in learner writing. In (Ed) Corpus Linguistics for Writing Development, Routledge, 35-58.
Durrant P (2022). Vocabulary research in practice. In (Ed) Corpus Linguistics for Writing Development, Routledge, 59-91.
2021
Durrant P, Brenchley M, McCallum L (2021). Understanding Development and Proficiency in Writing., Cambridge University Press (CUP).
Durrant P, Brenchley M, McCallum L (2021).
Understanding Development and Proficiency in Writing Quantitative Corpus Linguistic Approaches.Abstract:
Understanding Development and Proficiency in Writing Quantitative Corpus Linguistic Approaches
Abstract.
2019
Gries ST, Durrant P (2019). Analyzing co-occurrence data. In Gries ST, Paquot M (Eds.)
A practical handbook of corpus linguistics, New York: Springer.
Abstract:
Analyzing co-occurrence data
Abstract.
Durrant P (2019). Formulaic language in English for Academic Purposes. In Siyanova-Chanturia A, Pellicer-Sanchez A (Eds.) Understanding Formulaic Language: a Second Language Acquisition Perspective, Abingdon: Routledge.
Durrant P (2019). Press release, leading to news features in Times Educational Supplement.
Abstract:
Press release, leading to news features in Times Educational Supplement
A description of part of our study findings was sent as a press release to the Times Educational Supplement and published as a new item.This has led to inquiries from readers about access to the corpus of texts we have collected.
Abstract.
Durrant P (2019). Vocabulary and English for Specific Purposes Research: Quantitative and Qualitative Perspectives.
TESOL QUARTERLY,
53(1), 279-280.
Author URL.
2018
Durrant P, Brenchley M (2018). Development of vocabulary sophistication across genres in English children's writing.
Reading and Writing,
32, 1927-1953.
Abstract:
Development of vocabulary sophistication across genres in English children's writing
This paper aims to advance our understanding of how children’s use of vocabulary in writing changes as they progress through their school careers. It examines the extent to which a model of lexical sophistication as use of low-frequency, register-appropriate words adequately captures development in vocabulary use across the course of compulsory education in England. We find that the received model needs elaborating in a number of important ways. Specifically: (1) the average frequency of words in the repertoire used by older children is no lower than that of younger children. However, younger children’s writing is characterized by extensive repetition of high frequency verbs and adjectives and of low frequency nouns (the latter being a product of a focus on entities which are rarely discussed in adult writing). The role of repetition in this finding implies that lexical sophistication is inseparable from lexical diversity, a construct which is usually treated as distinct. (2) Younger children’s writing shows a preference for fiction-like vocabulary over academic-like vocabulary. As they mature, children come to make greater use of academic vocabulary in both their literary and non-literary writing, though this increase is greatest in their non-literary writing. Use of fiction vocabulary remains constant across year groups but decreases sharply in non-literary writing, showing an enhanced sense of register appropriateness. This development of register appropriate word use can be captured by relatively simple frequency-based measures that could readily be employed by teachers and researchers to track writers’ development in this aspect of word use.
Abstract.
Durrant P (2018). Project website.
Abstract:
Project website
Project website setting out key findings and related resources for practitioners. Also makes complete datasets available. Website is accessible by registration only. To date, it has been received over 1,000 views from over 50 distinct users.
Abstract.
2017
Lu C, Durrant P (2017). A corpus-based lexical analysis of Chinese medicine research articles. asian journal of applied linguistics, 4, 3-15.
Durrant P (2017). Growth in Grammar Twitter feed.
Abstract:
Growth in Grammar Twitter feed
The project maintains a Twitter account, with a growing community of 1250+ followers. This is used to (a) update on the progress of the project, (b) gain feedback from and engage in discussions with professional practitioners to inform the conceptual framework of the study, (c) engage in discussions about the nature of the project, including its approach to grammar, in a way designed to feedback positively into schools, and (d) generally promote a more positive view of grammar designed to help practitioners and schools make better sense of the curriculum grammar focus.
Abstract.
Cangır H, Büyükkantarcıoğlu N, Durrant P (2017). Investigating Collocational Priming in Turkish. Journal of Language and Linguistic Studies, 13, 465-486.
McLaughlin J, Durrant P (2017). Student Learning Approaches in the UAE: the case for the achieving domain.
Higher Education Research and DevelopmentAbstract:
Student Learning Approaches in the UAE: the case for the achieving domain
The deep versus surface learning approach dichotomy has dominated recent research in student learning approach dimensions. However, the achievement dimension may differ in importance in non-Western and vocational tertiary settings. The aim was to assess how Emirati tertiary students could be characterized in terms of their learning approaches. The study looked into emergent learning factors that may be important in Emirati students. The students were Emirati men in a first year English for academic purposes program at a tertiary college (N=252). The students completed the Revised Study Process Questionnaire (R-SPQ-2F) to determine learning orientation along the deep and surface approach dimensions. A factor analysis was carried out to assess emergent dimensions in the data. The results on the deep and surface dimensions were inconclusive. However, the factor analysis suggested a disposition towards a construct that we characterize as ‘attainment of satisfaction from learning.’. In addition, the factor analysis suggested the possibility of the achieving domain emerging as a separate construct from the surface domain in this context, contrasting with previous research employing the R-SPQ-2F. The results suggest that the deep versus surface learning approach model may not sufficiently represent the complexity of student motivations and strategies in the current context. In addition, student affect tied to outcomes is discussed as an important though perhaps overlooked dimension in non-Western contexts. The implications of the results to future research are considered.
Abstract.
Durrant P (2017). TES Podagogy Podcast.
Abstract:
TES Podagogy Podcast
The project was briefly discussed as part of a featured Times Educational Supplement podcast with the research fellow, entitled What Every Teacher Needs to Know about Grammar. To date, this podcast has been downloaded over 2,600 times and been received positively by teacher practitioners. Many of these practitioners have directly commented on how useful the information has been and on their intention to use this information in their teaching. The podcast has resulted in an increased profile for the project within the practitioner community, with the Twitter account adding numerous followers on the basis of the podcast and expressions of interest in the project's final results.
Abstract.
2016
Durrant P (2016). To what extent is the Academic Vocabulary List relevant to university student writing?.
English for Specific Purposes,
43(3), 49-61.
Abstract:
To what extent is the Academic Vocabulary List relevant to university student writing?
This paper investigates the use of Academic Vocabulary List (D. Gardner & Davies, 2014) items in successful university study writing. Overall, levels of use of AVL items are high, and increase as students progress through the years of undergraduate and taught postgraduate study, suggesting that it may be a useful resource. However, significant variation is found across text types and disciplines. While the former is relatively minor, the latter is extensive, suggesting the list is more relevant to some student writers than others. An analysis by items indicates that around half of the words on the list are used very little. Moreover, the items which are frequent differ across disciplines. However, a small core of 427 items was found to be frequent across 90% of disciplines. This suggests that a generic productive academic vocabulary does exist, but that it is smaller in scope than the full Academic Vocabulary List.
Abstract.
2015
Ardavani S, Durrant P (2015). How have political and socio-economic issues impacted on the motivation of Iranian university students to learn English?. In (Ed)
English language teaching i the Islamic Republic of Iran: Innovations, trends and challenges, London: British Council, 35-45.
Abstract:
How have political and socio-economic issues impacted on the motivation of Iranian university students to learn English?
Abstract.
Durrant P, Siyanova-Chanturia A (2015). Learner Corpora and Psycholinguistic Research. In Granger S, Gilquin G, Meunier F (Eds.)
The Cambridge Handbook of Learner Corpus Research, Cambridge: Cambridge University Press.
Abstract:
Learner Corpora and Psycholinguistic Research
Abstract.
Durrant P (2015). Lexical Bundles and Disciplinary Variation in University Students’ Writing: Mapping the Territories.
Applied Linguistics,
38(2), 165-193.
Abstract:
Lexical Bundles and Disciplinary Variation in University Students’ Writing: Mapping the Territories
This paper describes disciplinary variation in university students’ writing, as it is reflected in the use of recurrent four-word sequences. In contrast to previous studies, disciplinary categories are not assumed at the outset of the analysis, but rather emerge from an initial analysis of variation across all writers in the corpus. Variation is presented in the form of a visual map representing degrees of similarity and difference between individual writers. Emergent disciplinary groupings are then used as the basis for a qualitative analysis of distinctive lexical bundles. Analysis reveals four main disciplinary groupings. A primary distinction appears between hard (science/technology) and soft (humanities/social sciences) subjects, with two further groupings (life sciences and commerce) being intermediate between these two. Evidence is also found of cross-group disciplines, which draw on a variety of influences, and of particular disciplines which are internally heterogeneous. A qualitative analysis of bundles which are distinctive of ‘hard’ and ‘soft’ disciplines is presented in order to characterize the discourse functions which mark these categories.
Abstract.
Durrant P, Walker C, Michel R (2015).
Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme. Abstract:
Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme.
Abstract.
2014
Durrant P (2014). Corpus frequency and second language learners' knowledge of collocations: a meta-analysis.
International Journal of Corpus Linguistics,
19(4), 443-477.
Abstract:
Corpus frequency and second language learners' knowledge of collocations: a meta-analysis
Tests of second language learners’ knowledge of collocation have lacked a principled strategy for item selection, making claims about learners’ knowledge beyond the particular collocations tested difficult to evaluate. Corpus frequency may offer a good basis for item selection, if a reliable relationship can be demonstrated between frequency and learner knowledge. However, such a relationship is difficult to establish satisfactorily, given the small number of items and narrow range of test-takers involved in any individual study. In this study, a meta-analysis is used to determine the correlation between learner knowledge and frequency data across nineteen previously-reported tests. Frequency is shown to correlate moderately with knowledge, but the strength of this correlation varies widely across corpora. Strength of association measures (such as mutual information) do not to correlate with learner knowledge. These findings are discussed in terms of their implications for collocation testing and models of collocation learning.
Abstract.
Durrant P (2014). Discipline and Level Specificity in University Students' Written Vocabulary.
Applied Linguistics,
3(35), 328-356.
Abstract:
Discipline and Level Specificity in University Students' Written Vocabulary
This article examines the extent to which different groups of university students have shared vocabulary needs. Previous research in this area is limited in that it: (i) has focused on items from Coxhead's Academic Word List (2000), which is skewed towards certain disciplines, and focuses only on reading needs; (ii) has not investigated variation across levels of study; and (iii) creates a possibly false dichotomy between generic and discipline-specific vocabulary. The intermediate position—that broad groups of students may have similar vocabulary needs—is not considered. This article aims to further our understanding of variation in academic vocabulary by: (i) analysing the extent to which student writing across disciplines and levels of study draws on generic or specialized vocabulary, and (ii) identifying clusters of student groups with shared vocabulary needs. It finds substantial variation between disciplines, which is only slightly lessened when related disciplines are grouped together. Most disciplines are relatively internally homogeneous, and so good candidates for teaching units, though the vocabulary of masters students often diverges considerably from that of undergraduates.
Abstract.
2013
Durrant P (2013). Formulaicity in an agglutinating language: the case of Turkish.
Corpus linguistics and linguistic theory,
9(1), 1-38.
Abstract:
Formulaicity in an agglutinating language: the case of Turkish
This study examines the extent to which complex inflectional patterns found in Turkish, a language with a rich agglutinating morphology, can be described as formulaic. It is found that many prototypically formulaic phenomena previously attested at the multi-word level in English – frequent co-occurrence of specific elements, fixed ‘bundles’ of elements, and associations between lexis and grammar – also play an important role at the morphological level in Turkish. It is argued that current psycholinguistic models of agglutinative morphology need to be complexified to incorporate such patterns. Conclusions are also drawn for the practice of Turkish as a Foreign Language teaching and for the methodology of Turkish corpus linguistics.
Abstract.
2011
Durrant P, Mathews-Aydinli J (2011). A function-first approach to identifying formulaic language in academic writing.
Journal of English for Specific Purposes,
30(1), 58-72.
Abstract:
A function-first approach to identifying formulaic language in academic writing
There is currently much interest in creating pedagogically-oriented descriptions of formulaic language. Research in this area has typically taken what we call a ‘form-first’ approach, in which formulas are identified as the most frequent recur- rent forms in a relevant corpus. While this research continues to yield valuable results, the present paper argues that much can also be gained by taking a ‘function-first’ approach, in which a corpus is first annotated for communicative functions and formulas are then identified as the recurrent patterns associated with each function. We demonstrate this approach through a comparative analysis of introductions to student essays and research articles. Focusing on one particularly com- mon communicative function, the analysis demonstrates that (1) this function is more common in student essays than in articles; (2) both the choice to use the function and the choice of linguistic forms that realize the function vary across sub- ject areas in research articles, but not in student essays; (3) research articles tend to be more formulaic in expressing the function than student essays; and (4) some parts of the forms used are highly formulaic, while others are more open. The key formulas are described and suggestions made regarding their pedagogical presentation.
Abstract.
2010
Durrant P, Schmitt N (2010). Adult learners′ retention of collocations from exposure.
Second Language Research,
26(2), 163-188.
Abstract:
Adult learners′ retention of collocations from exposure
Formulaic language is widely recognised to be of central importance to fluent and idiomatic language use. However, the mechanics of how formulaic language is acquired are not well understood. Some researchers (e.g. Nick Ellis) believe that the chunking inherent in formulaic language drives the language learning process. Others (e.g. Wray) claim that adult second language learners take an essentially non-formulaic approach to language learning, analysing their input into individual words and not retaining information about what words appear together. If the second model is right, it represents a crucial difference between child first and adult second language learning. This ‘non-formulaic’ model is tested here through a lab-based study of collocation learning. Our findings indicate that, contrary to the model, adult second language learners do retain information about what words appear together in their input. This suggests that any shortfall in non-natives’ knowledge of collocational associations between words is due to inadequate input, rather than a non-nativelike approach to learning. The study also examines the effects of different forms of repetition on collocation acquisition and draws conclusions regarding pedagogical activities for learning.
Abstract.
Durrant P (2010). Alison Wray, ″Formulaic language: Pushing the Boundaries“. Applied Linguistics, 31(1), 163-166.
Durrant P, Doherty A (2010). Are high-frequency collocations psychologically real? Investigating the thesis of collocational priming.
Corpus Linguistics and Linguistic Theory,
6(2), 125-155.
Abstract:
Are high-frequency collocations psychologically real? Investigating the thesis of collocational priming.
Words which frequently co-occur in language (‘collocations’) are often thought to be independently stored in speakers’ minds. This idea is tested here through experiments investigating the extent to which corpus-identified collocations exhibit mental ‘priming’ in a group of native speakers. Collocational priming is found to exist. However, in an experiment which aimed to exclude higher-order mental processes, and focus instead on the ‘automatic’ processes which are thought to best reflect the organisation of the mental lexicon, priming is restricted to collocations which are also psychological associates. While the former finding suggests that collocations found in a large corpus are likely to have psychological reality, the latter suggests that we may need to elaborate our models of how they are represented.
Abstract.
Durrant P (2010). Formulaic Language: Pushing the Boundaries.
APPLIED LINGUISTICS,
31(1), 163-166.
Author URL.
Jones M, Durrant P (2010). What can a corpus tell us about vocabulary teaching materials?. In McCarthy M (Ed) The Routledge Handbook of Corpus Linguistics, London: Routledge, 387-400.
2009
Durrant P (2009). Investigating the viability of a collocation list for students of English for Academic Purposes.
Journal of English for Specific Purposes,
28(3), 157-179.
Abstract:
Investigating the viability of a collocation list for students of English for Academic Purposes.
A number of researchers are currently attempting to create listings of important collocations for students of EAP. How- ever, so far these attempts have (1) failed to include positionally-variable collocations, and (2) not taken sufficient account of variation across disciplines. The present paper describes the creation of one listing of positionally-variable academic collocations and evaluates the extent to which it is likely to be useful to students from across a wide range of disciplines. A number of key findings emerge. First, cross-disciplinary collocations differ in type from the collocations on which most researchers have traditionally focused in that they tend not to be combinations of two lexical words, but rather pairings of one lexical and one grammatical word. Second, most of the words which are found in academic collocations are not found on Coxhead’s influential Academic Word List. This, it is argued, reflects a serious methodological weakness in Coxhead’s listing. Third, the vocabulary needs of students in the arts and humanities are characteristically different from those of stu- dents in other disciplines. Researchers and teachers therefore need to deal with these learners separately. The paper finishes by making a number of recommendations for future developments in this area.
Abstract.
Durrant P, Schmitt N (2009). To what extent do native and non-native writers make use of collocations?.
International Review of Applied Linguistics,
47(2), 157-177.
Abstract:
To what extent do native and non-native writers make use of collocations?
Usage-based models claim that first language learning is based on the frequency-based analysis of memorised phrases. It is not clear though, whether adult second language learning works in the same way. It has been claimed that non-native language lacks idiomatic formulas, suggesting that learners neglect phrases, focusing instead on orthographic words. While a number of studies challenge the claim that non-native language lacks formulaicity, these studies have two important shortcomings: they fail to take account of appropriate frequency information and they pool the writing of different learners in ways that may mask individual differences. Using methodologies which avoid these problems, this study found that non-native writers rely heavily on high-frequency collocations, but that they underuse less frequent, strongly associated collocations (items which are probably highly salient for native speakers). These findings are consistent with usage-based models of acquisition while accounting for the impression that non-native writing lacks idiomatic phraseology.
Abstract.
2007
Durrant P (2007). Collocations in a learner corpus.
FUNCTIONS OF LANGUAGE,
14(2), 251-261.
Author URL.
Durrant P (2007). Nadja Nesselhauf. Collocations in a learner corpus. Functions of Language, 14(2), 251-261.
