Philip Durrant
Biographic Data
| ID | 1497971 |
|---|---|
| NAME | Philip Durrant |
| GIVEN NAMES | Philip |
| FAMILY NAME | Durrant |
| SIGNATURE | DURRANT P |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0002-6416-5387 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 36 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Linking adverbials in children’s writing
Linking adverbials is a crucial element in successful academic writing that is particularly challenging for both first and second-language learners to master. Drawing on a corpus of writing by mainstream students in UK schools, the current article explores the under-researched issues of how these forms develop across levels of study in an Anglophone context and how their use and development vary across text genres and academic disciplines. We dem…
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 g…
Cross-linguistic collocational networks in the L1 Turkish-L2 English mental lexicon
Vocabulary sophistication in First-Year Composition assignments
Recently-developed tools which quickly and reliably quantify vocabulary use on a range of measures open up new possibilities for understanding the construct of vocabulary sophistication. To take this work forward, we need to understand how these different measures relate to each other and to human readers’ perceptions of texts. This study applied 356 quantitative measures of vocabulary use generated by an automated vocabulary analysis tool ( Kyle…
Lexical Bundles and Disciplinary Variation in University Students’ Writing
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 indivi…
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-s…
Corpus frequency and second language learners’ knowledge of collocations
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 sm…
Alison Wray
Formulaic Language: Pushing the Boundaries is the follow-up to Wray’s influential 2002 book, Formulaic Language and the Lexicon. The volume develops three main ideas from the earlier work: (i) the mental lexicon comprises semantically unanalysed units of different sizes, from morphemes to fixed phrases, including both fully fixed chunks and more flexible units permitting internal variation; (ii) native speakers only analyse chunks of language int…
Adult learners’ retention of collocations from exposure
Formulaic language is widely recognized 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, an…
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, the…
Nadja Nesselhauf. Collocations in a learner corpus
Preview this article: Nadja Nesselhauf. Collocations in a learner corpus., Page 1 of 1 /docserver/preview/fulltext/fol.14.2.09dur-1.gif
Adult learners’ retention of collocations from exposure
Formulaic language is widely recognized 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, an…
Cross-linguistic collocational networks in the L1 Turkish-L2 English mental lexicon
Corpus frequency and second language learners’ knowledge of collocations
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 sm…
Vocabulary sophistication in First-Year Composition assignments
Recently-developed tools which quickly and reliably quantify vocabulary use on a range of measures open up new possibilities for understanding the construct of vocabulary sophistication. To take this work forward, we need to understand how these different measures relate to each other and to human readers’ perceptions of texts. This study applied 356 quantitative measures of vocabulary use generated by an automated vocabulary analysis tool ( Kyle…
Nadja Nesselhauf. Collocations in a learner corpus
Preview this article: Nadja Nesselhauf. Collocations in a learner corpus., Page 1 of 1 /docserver/preview/fulltext/fol.14.2.09dur-1.gif
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, the…
Alison Wray
Formulaic Language: Pushing the Boundaries is the follow-up to Wray’s influential 2002 book, Formulaic Language and the Lexicon. The volume develops three main ideas from the earlier work: (i) the mental lexicon comprises semantically unanalysed units of different sizes, from morphemes to fixed phrases, including both fully fixed chunks and more flexible units permitting internal variation; (ii) native speakers only analyse chunks of language int…
Adult learners’ retention of collocations from exposure
Formulaic language is widely recognized 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, an…
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-s…
Corpus frequency and second language learners’ knowledge of collocations
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 sm…
Lexical Bundles and Disciplinary Variation in University Students’ Writing
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 indivi…
Vocabulary sophistication in First-Year Composition assignments
Recently-developed tools which quickly and reliably quantify vocabulary use on a range of measures open up new possibilities for understanding the construct of vocabulary sophistication. To take this work forward, we need to understand how these different measures relate to each other and to human readers’ perceptions of texts. This study applied 356 quantitative measures of vocabulary use generated by an automated vocabulary analysis tool ( Kyle…
Cross-linguistic collocational networks in the L1 Turkish-L2 English mental lexicon
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 g…
Linking adverbials in children’s writing
Linking adverbials is a crucial element in successful academic writing that is particularly challenging for both first and second-language learners to master. Drawing on a corpus of writing by mainstream students in UK schools, the current article explores the under-researched issues of how these forms develop across levels of study in an Anglophone context and how their use and development vary across text genres and academic disciplines. We dem…
Linguistics (11 works) · Psychology (10 works) · Computer Science (8 works) · Second Language Acquisition and Learning (7 works) · Sociology (6 works) · Discourse Analysis in Language Studies (4 works) · Natural language processing (4 works) · Text Readability and Simplification (4 works) · Artificial Intelligence (3 works) · EFL/ESL Teaching and Learning (3 works)