Speaker
Description
This study reports the design and evaluation of corpus-informed ESAP materials for geography undergraduates, integrating vocabulary from a corpus-based wordlist derived from a 1.4-million-word geography corpus. Vocabulary was selected based on topic relevance, L1–L2 distance, and technicality. The study shows that document frequency (DF) strongly predicts pedagogical uptake; corpus-based vocabulary with high DF is more likely to appear in materials. In addition, students found the materials relevant, varied, challenging, and engaging.
Abstract section 3: Content/method
Following needs-driven ESP design (Dudley Evans & St John, 1998; Anthony, 2018), we compiled a corpus-based geography word list. Vocabulary was organised by topic, prioritising non-cognates and items with higher technicality values. We selected authentic academic texts and videos, designed multigenre, multimodal tasks (including translation activities), and aligned materials with a lexico-grammatical and skills syllabus (Flowerdew & Peacock, 2001). We then mapped DF values against actual pedagogical use of vocabulary in materials and teaching.
Abstract section 2: Contribution/research questions
We address three questions:
(1) How can corpus evidence be used to inform ESAP material development?
(2) To what extent does document frequency predict the inclusion of corpus-based vocabulary items in materials and teaching?
(3) How do students perceive tailored corpus-informed materials in an ESAP course for geography undergraduates?
Abstract section 5: References
Anthony, L. (2018). Introducing English for specific purposes. Routledge.
Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 478–497). Cambridge University Press.
Dudley Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Flowerdew, J., & Peacock, M. (2001). Research perspectives on English for academic purposes. Cambridge University Press.
Kwary, D. A. (2011). A hybrid method for determining technical vocabulary. System, 39(2), 175–185.
Reppen, R. (2010). Using corpora in the language classroom. Cambridge University Press.
Stoller, F. L. (2016). EAP materials and tasks: Critical issues. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 579–592). Routledge.
Abstract section 1: Relevance
ESP materials benefit from principled, needs-driven design that balances authenticity, learner relevance and variety (Dudley Evans & St John, 1998; Anthony, 2018). A corpus-informed approach is grounded in real usage rather than intuition (Cobb & Boulton, 2015; Reppen, 2010), while ESP practice emphasises materials-led solutions aligned with learner needs (Dudley Evans & St John, 1998). Building on evidence that specialised vocabulary is crucial in ESP/EAP (Kwary, 2011; Stoller, 2016) and Anthony’s (2018) systematic approach to creating tailored ESP materials, this study operationalises findings from corpus research in the development of materials for ESAP undergraduate students.
Abstract section 4: Outcomes/results
Over half of the corpus-based list (259 items) was integrated into instruction. DF emerged as a predictor of the pedagogical uptake, with the highest-DF items being incorporated substantially more often than lower-DF items. Inclusion decreased consistently across DF bands, although some low-DF non-cognates were retained because of their importance for disciplinary meaning and authenticity. Findings support corpus-informed, topic-led ESP material design that integrates technicality and L1–L2 considerations. Students viewed the materials very positively, noting that they were relevant, varied, and appropriately challenging while remaining engaging.
| Title | Development of Corpus-Informed ESAP Materials for Geography |
|---|---|
| Teaching Context | College and university education |