Dr. Anthony Becker is an Assistant Professor in the English Department, where he teaches courses within the TEFL/TESL program and coordinates workshops for INTO CSU. He holds 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. His current teaching/research focuses on second language assessment, research methods in applied linguistics, and meta-cognitive aspects of writing. Outside of academia, Anthony enjoys being outdoors and spending time with his wife, Tatiana, his son Mikhael, and their very vocal cat, Gracie. He is excited to be in Fort Collins and enjoys contributing to the great learning environment at CSU.
Becker, A., & Nekrasova-Beker, T., (2018). Investigating the effect of different select-response item formats for reading comprehension. Educational Assessment, 23, 296-317. 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.
E507: Special Topics in Linguistics (Corpus Linguistics)
I am teaching this course in Fall 2018. This course focuses on introducing students to corpus linguistics as an approach to conducting second-language research and augmenting teaching techniques in their TEFL/TESL classrooms. Specifically, this course applies corpus methods to large databases of English language used in natural communicative settings to supplement more traditional ways of linguistic analysis. Students gain hands-on experience working with different types of commercially-available corpora and corpus software. Finally, the course explores the potential of using corpus analysis techniques to drive language instruction and learning in TEFL/TESL contexts. Upon completion of this course, students are expected to be able to: (a) identify the uses of text corpora in research and language teaching; (b) understand the aims and methods used to analyze corpora; and (c) use different software programs to extract data from a corpus and analyze language.