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Office Hours:Fall 2021: MON (11am-12pm); WED (11:00am-1:00pm); or by appointment (via Zoom - https://us02web.zoom.us/j/81733252215)
- Associate Professor
- Linguistics (undergraduate)
- TEFL/TESL (graduate)
- Ph.D., Applied Linguistics
I am an Associate Professor in the English Department at Colorado State University. I teach courses within the TEFL/TESL graduate program and the undergraduate Linguistics program, as well as coordinate workshops for INTO CSU. I hold Ph.D. and M.A. degrees in Applied Linguistics from Northern Arizona University and Georgia State University, and an undergraduate degree in Psychology from Millersville University of Pennsylvania.
My current research/teaching interests focus on second language assessment, corpus linguistics, English for specific purposes, and research methods in applied linguistics. Outside of academia, I enjoy being outdoors and spending time with my wife and son, and our very vocal cat, Gracie.
I am committed to an inclusive and diverse learning environment. I believe that our community is strengthened and enhanced by diversity, including (but not limited to) those aspects of diversity concerning race, ethnicity, national origin, gender and gender identity, sexuality, class and religion. I am excited to be in Fort Collins and enjoy contributing to the great learning environment at CSU.
Becker, A. (accepted for publication), Exploring multiple profiles of highly collaborative paired oral tasks in an L2 speaking test of English. In W.J. Crawford (ed), Multiple perspectives on learner interaction: The corpus of collaborative oral tasks. Berlin, Germany: De Gruyter Mouton.
Nekrasova-Beker, T., & Becker, A. (2020). The use of lexical patterns in engineering: A corpus-based investigation of five sub-disciplines. In U. Romer, V. Cortes, & E. Friginal (eds.), Advances in corpus-based research on academic writing. Amsterdam, Netherlands: John Benjamins Publishing.
Nekrasova-Beker, T., & Becker, A. (2019). Lexical bundles in university course materials: From academic English to pathway to mainstream engineering. International Journal of Corpus Linguistics, 24(2), 143-168. https://doi.org/10.1075/ijcl.17075.nek
Becker, A., & Nekrasova-Beker, T., (2018). Investigating the effect of different select-response item formats for reading comprehension. Educational Assessment, 23, 296-17. https://doi.org/10.1080/10627197.2018.1517023
Becker, A. (2018). Not to Scale? An Argument-based Inquiry into the Validity of an L2 Writing Rating Scale, Assessing Writing. https://doi.org/10.1016/j.asw.2018.01.001
Nekrasova-Beker, T., Becker, A., & Sharpe, A. (2017). Identifying and Teaching Target Vocabulary in an ESP Course, TESOL Journal, 8, https://doi.org/10.1002/tesj.365
Nekrasova-Beker, T., & Becker, A. (2017). Integrating Project-based Learning into English for Specific Purposes Classrooms: A Case Study of Engineering. In M.K. Long's (Ed.) Language for Specific Purposes: Trends in Curriculum Development. Georgetown University Press.
Becker, A., Nekrasova-Beker, T., & Petrashova, T. (2017). Testing as a Way to Monitor English as a Foreign Language Learning, TESL-EJ, 21, 1-17.
Becker, A., Matsugu, S., & Al-Surmi, M. (2017). Balancing Practicality and Construct Representativeness for IEP Speaking Tests, Asian-Pacific Journal of Second and Foreign Language Education, 2, 1-16. https://doi.org/10.1186/s40862-017-0041-z
Becker, A. (2016). Student-generated Scoring Rubrics: Examining their Formative Value for Improving ESL Students' Writing Performance, Assessing Writing, 29, 15-24. https://doi.org/10.1016/j.asw.2016.05.002
Becker, A. (2016). L2 Students' Performance on Listening Comprehension Items Targeting Local and Global Information, Journal of English for Academic Purposes, 24, 1-13. https://doi.org/10.1016/j.jeap.2016.07.004
Becker, A. (2014). Avoidance of English Phrasal Verbs: Investigating the Effect of Proficiency, Learning, Context, Task Type and Verb Type, Asian Journal of English Language Teaching, 24, 1-33.
Becker, A. (2011). Examining Rubrics Used to Measure Writing Performance in US Intensive English Programs, The CATESOL Journal, 22, 113-130.
Becker, A. (2010). Distinguishing linguistic and discourse features in ESL students' written performance. Modern Journal of Applied Linguistics, 2, 406-424.
First Generation Story
Come by my office and I will be more than happy to share my First Gen experience with you.
E601: Research Methods in TESOL
I am teaching this course in Fall 2021. This course will focus on introducing students to classroom-based research as a method of improving teaching and learning in language classrooms, particularly in those instructional settings with ESL/EFL students. Specifically, this course will focus on conducting classroom-based research as an important activity for refining teaching techniques and methods in the language classroom. Students will gain hands-on experience with conducting classroom research in the four skills (i.e., listening, reading, speaking, and writing) within the context of the language classroom. Finally, the course will explore the relative strengths and potential challenges of different approaches to classroom-based research, as well as how these pieces of information can contribute to gaining expertise in language teaching.
CO301C: Writing in the Social Sciences
I am teaching this course in Fall 2021. This course builds on your mastery of basic writing skills developed in university entry-level composition (CO150 or its equivalent), and practiced in your field-specific courses in the initial years of your undergraduate studies. In particular, the course is designed to help you develop a deeper understanding of the academic writing you consume in your particular field and introduce you to effective methods to convey to various non-expert audiences the social science knowledge you are gaining at the university, something you will likely be called on to do when you leave the academy. CO301C will help you to: 1) develop a nuanced rhetorical understanding of academic writing and research methodology in various fields within the social sciences; 2) recognize and understand contexts for non-expert social science writing; 3) effectively communicate social-science knowledge to a variety of non-academic audiences.