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Researcher Information

last modified：2024/04/18

Associate Professor　BROWN, Dale Colin

Mail

Faculty, Affiliation

Institute of Liberal Arts and Science

College and School Educational Field


Laboratory

Academic Background

【Academic background(Doctoral/Master's Degree)】
Cardiff University　Doctor　Applied Linguistics
University of Birmingham　Master　TEFL/TESL
【Academic background(Bachelor's Degree)】
University of Keele　International Relations

Career

Year & Month of Birth

Academic Society

Award

Specialities

Linguistics

Speciality Keywords

Research Themes

Analysis of language teaching materials

L2 collocation knowledge

L2 vocabulary acquisition

Books

  • 　Chapter 9 (pp. 123-139) Knowledge of collocations. In J. Milton & T. Fitzpatrick (Eds.) Dimensions of vocabulary knowledge　Palgrave Macmillan　2014

Papers

  • 　The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison　• Stewart, J., Brown, D., Bennett, P., Robles-García, P., Sánchez-Gutiérrez, C.H., Marcos Miguel, N., Vitta, J.P., Nicklin, C., Stoeckel, T. & Mclean, S. 　System　103035　2023/04/15
  • 　Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora　System　106　2022/02/24
  • 　The Most Appropriate Lexical Unit for L2 Vocabulary Research and Pedagogy: A Brief Review of the Evidence　Brown, D., Stoeckel, T., Mclean, S., and Stewart, J. 　Applied Linguistics　2020/11/27
  • 　Introducing a Test of the First 44 Members of the New JACET 8000　VERB　8　1　23-28　2019
  • 　Examining the word family through word lists　Vocabulary Learning and Instruction　7　1　51-65　2018

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  • 　Coverage-based Frequency Bands: A Proposal　Vocabulary Learning and Instruction　6　2　52-60　2017
  • 　The power and authority of materials in the classroom ecology　Modern Language Journal　98　2　658-666　2014
  • 　Types of words identified as unknown by L2 learners when reading　System　41　4　1043-1055　2013
  • 　The frequency model of vocabulary learning and Japanese learners　Vocabulary Learning and Instruction　1　1　20-28　2012
  • 　Online support systems for extensive reading: Managing the tension between autonomy and institutional education　The Language Teacher　36　2　11-16　2012
  • 　What aspects of vocabulary knowledge do textbooks give attention to?　Language Teaching Research　15　1　83-97　2011
  • 　An improper assumption? The treatment of proper nouns in text coverage counts　Reading in a Foreign Language　22　2　355-361　2010
  • 　Building on your book: Vocabulary activities to enhance your textbook　JALT2009 conference proceedings　254-263　2010
  • 　Why and how textbooks should encourage extensive reading　ELT Journal　63　3　238-245　2009
  • 　Using Librarything.com to promote extensive reading　JALTCALL 2008 Proceedings　13-18　2009
  • 　Two contrasting approaches to extensive reading　JALT2008 conference proceedings　1224-1239　2009
  • 　Has the treatment of vocabulary in textbooks improved over the last twenty-five years?　JALT2005 conference proceedings　475-490　2006

Conference Presentations

  • Introducing LAMP, a lexical and morphological profiler(conference：Lexical Networks Conference 2024)(2024/01/16)
  • The lexical unit debate in second language vocabulary studies(conference：Lexical Networks Conference 2024)(2024/01/15)
  • Lessons from three studies on learners’ challenges in EMI courses at a Japanese university(conference：Oxford EMI Symposium 2023)(2023/12/06)
  • Three studies of L2 learners’ productive knowledge of English collocations(conference：Swansea University Language Research Centre seminar)(2023/11/08)
  • The relationship between productive knowledge of L2 collocations and proficiency in listening, reading, speaking and writing(conference：EUROSLA 2023 Conference)(2023/09/01)

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  • The longitudinal development of productive L2 collocation knowledge in a group of Japanese high school learners(conference：BAAL 2023 Conference)(2023/08/25)
  • Lexical profiling Japanese High School English textbooks: A flemma-based, variable bandwidth approach(conference：BAAL Vocabulary SIG 2023 Conference)(2023/06/26)
  • Lexical profiling TOEIC tests: A flemma-based, variable bandwidth approach(conference：MATSDA Conference 2023)(2023/06/22)
  • Investigating students’ academic English needs at a Japanese university(conference：University of St Andrews EAP Conference 2023)(2023/03/03)
  • Developing a phrasebank for a specific L2 context(conference：JALT2022)(2022/11/13)
  • High school learners’ productive knowledge of English collocations: A cross-sectional investigation(conference：Hiroshima Lexical Research Forum 2022)(2022/09/11)
  • Examining EAP instructor ratings of corpus-derived academic written phrases(conference：Hiroshima Lexical Research Forum 2022)(2022/09/10)
  • Developing a coverage-based diagnostic vocabulary test(conference：British Association for Applied Linguistuics 2021 Conference)(2021/09/10)
  • Identifying target vocabulary bands with a coverage-based vocabulary test(conference：HLRF 2021 Conference)(2021/09/06)
  • Incidental vocabulary learning in a language classroom(conference：HLRF 2020 Conference)(2020/09/07)
  • Developing a coverage-based diagnostic test for the New JACET8000 word list(conference：JACET英語語彙・英語辞書・リーディング研究会合同研究会)(2020/03/20)
  • Investigating learners' knowledge of very high frequency words(conference：Eighth Annual JALT Vocabulary SIG Symposium)(2019/10/12)
  • Two pathways in the development of productive knowledge of L2 collocations(conference：Vocab@Leuven)(2019/07/02)
  • Investigating the demands of EMI to better focus EAP(conference：EMI Symposium 2019)(2019/06/26)
  • Can we assume university students know very high-frequency words? An examination of knowledge of the first 44 entries in the New JACET 8000(conference：JACET 英語辞書、リーディング、英語語彙研究会合同大会)(2019/03/09)
  • Introducing the test of the most frequent English words(conference：JALT2018)(2018/11/24)
  • Exploring the relationship between knowledge of collocations and general proficiency(conference：JACET英語語彙・英語辞書・リーディング研究会合同研究会)(2018/03/03)
  • Examining the word family through word lists(conference：JALT2017)(2017/11/18)
  • Coverage-based frequency bands: A proposal(conference：2017 JALT Vocab SIG Symposium)(2017/09/09)
  • Knowledge of collocations and general proficiency(conference：JALT2016)(2016/11/26)
  • The relationship between knowledge of collocations and general proficiency(conference：Vocab@Tokyo: Current trends in vocabulary studies)(2016/09/14)
  • Revisiting the word family: What is an appropriate lexical unit for Japanese EFL learners?(conference：Vocab@Tokyo: Current trends in vocabulary studies)(2016/09/13)
  • Lexical retrieval in first and second languages: Investigative methods, observed patterns, and theoretical implications(conference：Pacific Second Language Research Forum)(2016/09/11)
  • Determinants of cue difficulty in a test of productive knowledge of collocations(conference：JALT Vocabulary SIG Vocabulary Colloquium)(2015/09/13)
  • Factors determining cue difficulty in a test of productive knowledge of collocations(conference：BAAL 2015)(2015/09/04)
  • A framework for vocabulary teaching(conference：Osaka University “Refresh” Seminar for English Teachers)(2014/08/07)
  • Vocabulary and textbooks: What textbooks do, what they don’t, and what you can do(conference：Ibaraki JALT)(2014/05/17)
  • An examination of four approaches to defining collocation(conference：Lexical Studies Research Network Conference)(2014/03/11)
  • Three approaches to an operational definition of collocation(conference：Vocab@Vic)(2013/12/13)
  • A framework for vocabulary teaching(conference：Osaka University “Refresh” Seminar for English Teachers)(2013/08/07)
  • Refining LexCombi, a measure of productive collocational knowledge: format, cues and scoring (conference：Lexical Studies Research Network Conference)(2013/03/20)
  • What words cause learners problems when reading? (conference：JALT2012)(2012/10/13)
  • Exploring L2 learners’ productive knowledge of collocations(conference：BAAL 2012)(2012/09/07)
  • The frequency model of vocabulary learning and Japanese learners (conference：First Annual JALT Vocabulary SIG Symposium)(2012/03/03)
  • Extensive reading and autonomy(conference：Realizing autonomy)(2011/10/29)
  • Japanese learners’ productive knowledge of English collocations(conference：JACET 50th Annual Convention)(2011/09/01)
  • Learner responses to a test of productive collocation knowledge(conference：Learners and Networks Conference)(2011/03/16)
  • Creative activities for reflecting on reading(conference：JALT2010)(2010/11/20)
  • A comparison of six web-based support systems for Extensive Reading(conference：JACET 49th Annual Convention)(2010/09/09)
  • Productive knowledge of L2 collocations: A replication(conference：Vocabulary Acquisition Research Group Network Conference)(2010/03/19)
  • Vocabulary activities to enhance your textbook(conference：JALT2009)(2009/11/22)
  • Individual, Group or Class Readers: Which to Use? (conference：JALT2008)(2008/11/03)
  • What aspects of vocabulary do textbooks deal with?(conference：JALT2008)(2008/11/01)
  • Teaching Vocabulary: Aspects of Vocabulary Knowledge(conference：The 32nd Nanzan University English Teaching Seminar)(2008/07/31)
  • Using Librarything.com to Promote Extensive Reading(conference：JALTCALL 2008)(2008/06/01)
  • How textbooks can encourage extensive reading(conference：JALT2007)(2007/11/24)
  • Vocabulary Teaching and Textbooks(conference：JALT2005)(2005/10/08)

Others

Arts and Fieldwork

Patent

Theme to the desired joint research

Grant-in-Aid for Scientific Research

○「Developing an empirically-derived academic phrasebank for L2 undergraduate learners」(2021-2022)　
○「The development of productive knowledge of collocations and overall English proficiency」(2021-2023)　
○「A usage-based approach to understanding L2 learners’ knowledge of English affixes」(2020-2024)　
○「A coverage-based approach to diagnosing English vocabulary targets for Japanese university students」(2018-2020)　

Competitive research funding,Contribution

Collaborative research,Consignment study

Classes (Bachelors)

○English for Academic Purposes (Retake)(2021)
○English for Academic Purposes I(2021)
○English for Academic Purposes IV(2021)
○English for Academic Purposes II(2021)
○English for Academic Purposes III(2021)
○Global Topics in English B2(2021)
○Global Topics in English B1(2021)
○Global Topics in English B2(2020)
○Global Topics in English B1(2020)
○English for Academic Purposes IV(2020)
○English for Academic Purposes (Retake)(2020)
○English for Academic Purposes III(2020)
○English for Academic Purposes I(2020)
○English for Academic Purposes II(2020)
○English for Academic Purposes (Retake)(2019)
○English for Academic Purposes III(2019)
○English for Academic Purposes I(2019)
○English for Academic Purposes I(2019)
○English for Academic Purposes I(2019)
○English for Academic Purposes II(2019)
○English for Academic Purposes III(2019)
○Global Topics in English IB(2019)
○English for Academic Purposes II(2019)
○English for Academic Purposes III(2018)
○Global Topics in English B1(2018)
○English for Academic Purposes I(2018)
○Global Topics in English B2(2018)
○English for Academic Purposes II(2018)
○English for Academic Purposes IV(2018)
○English for Academic Purposes IV(2017)
○English for Academic Purposes III(2017)
○English for Academic Purposes I(2017)
○International Communication in English IB(2017)
○English for Academic Purposes II(2017)
○English for Academic Purposes I(2016)
○English for Academic Purposes II(2016)
○English for Academic Purposes IV(2016)
○English for Academic Purposes III(2016)
○English I(2016)
○English II(2016)

Classes (Graduate Schools)

International Project

International Students

Lecture themes

Others (Social Activities)

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