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Dr Philip Durrant

Dr Philip Durrant

Senior Lecturer in Language Education

 4974

 Baring Court BC119

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

 Office hours:

Tuesdays 1500-1700

(excluding 20th November)

Research

Research interests

My research aims to develop new understandings that can inform the teaching and assessment of writing. My current work has two main strands. The first focuses on the language of student writing, both at school and university. I am particularly interested in how writing develops with age and expertise, how linguistic features influence the grades awarded to writing, and how written language differs across academic disciplines and genres. The second strand focuses on the learning and use of vocabulary and phraseology. In particular, I have interests in the role of phraseology in second/foreign language learning and in the vocabulary and phraseology of academic English.

My research has drawn mostly on corpus linguistic methods and has been especially concerned with how these methods can interact with those of neighbouring fields such as education, second language acquisition, language assessment and psycholinguistics.

 

Research projects

Growth in Grammar: A Multi-Dimensional Analysis of Student Writing between 5 and 16

(Principal Investigator. 2015-2018. Funded by ESRC: £317,843)

The project will focus on how school students’ use of grammar develops through the course of their academic careers, from age five to sixteen. We will establish a representative collection of authentic student writing from schools across the country and semi-automatically annotate these texts for grammatical features. This will be used to determine sets of features which are characteristic of writing at different stages of development and at different levels of attainment, how students at different stages and levels adapt their use of grammar to different communicative contexts, and how students’ use of grammar compares to that of mature writers. It is hoped that this will enable us to provide a more thorough understanding of grammatical development in writing and to inform national and international curriculum policies on the teaching of English. It will also generate an updatable corpus of grammatically-annotated, educationally authentic student writing which will be made accessible to both researchers and teachers.

 

Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme

(Principal Investigator. 2014-2015. Funded by Pearson: £5,438)

Many institutions provide intensive programmes in English for Academic Purposes for applicants whose English language proficiency is deemed not to be sufficient for direct entry to English-medium higher education. It is essential that these institutions (and the higher education institutions which they serve) are able to make informed judgements about the extent to which particular applicants are likely to benefit from particular programmes and the length and type of programme they are likely to need to attend before commencing their degrees. 

In most cases, such judgements are made on the basis of widely-available academically-oriented proficiency tests, such as PTE-A. It is therefore important to determine: 1) whether and how such tests are able to predict applicants’ degree of achievement on an intensive EAP course; 2) the extent to which applicants can be expected to reach the levels of proficiency higher educational institutions require for entry to degree programmes by engaging in a particular EAP course; and 3) how and why the answers to 1) and 2) vary across applicants. This project aimed to answer these three questions.

It traced EAP students' score gains on PTE-A over the period of a 10-week programme, determined how well pre-course PTE-A scores predicted their performance on the EAP course (as measured by in-house assessments), and how learner and contextual factors influenced these things.

Research networks

Centre for Research in Writing

Language and Education Network

Centre for Research in Professional Learning

Research grants

  • 2015 Economic and Social Research Council
    Growth in Grammar: A multi-dimensional analysis of student writing between 5 and 16
  • 2014 Pearson Education
    Using the Pearson Test of English Academic (PTE-A) to predict achievement and measure proficiency gains in an intensive EAP foundation programme.

Publications

Key publications | Publications by category | Publications by year

Key publications


Durrant P (2017). Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics, 38, 165-193. Abstract.  Full text.
Durrant P (2014). Corpus frequency and second language learners' knowledge of collocations: a meta-analysis. International Journal of Corpus Linguistics, 19(4). Abstract.  Full text.
Durrant P (2014). Discipline and Level Specificity in University Students' Written Vocabulary. Applied Linguistics, 3(35), 328-356. Abstract.  Full text.
Durrant P, Schmitt N (2010). Adult learners′ retention of collocations from exposure. Second Language Research, 26(2), 163-188. Abstract.
Durrant P, Schmitt N (2009). To what extent do native and non-native writers make use of collocations?. International Review of Applied Linguistics, 47(2), 157-177. Abstract.

Publications by category


Journal articles

Durrant P, Brenchley M (In Press). Development of vocabulary sophistication across genres in English children's writing. Reading and Writing
Lu C, Durrant P (2017). A corpus-based lexical analysis of Chinese medicine research articles. asian journal of applied linguistics, 4, 3-15. Full text.
Cangır H, Büyükkantarcıoğlu N, Durrant P (2017). Investigating Collocational Priming in Turkish. Journal of Language and Linguistic Studies, 13, 465-486. Full text.
Durrant P (2017). Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics, 38, 165-193. Abstract.  Full text.
McLaughlin J, Durrant P (2017). Student Learning Approaches in the UAE: the case for the achieving domain. Higher Education Research and Development Abstract.  Full text.
Durrant P (2016). To what extent is the Academic Vocabulary List relevant to university student writing?. English for Specific Purposes, 43, 49-61. Abstract.  Full text.
Durrant P (2014). Corpus frequency and second language learners' knowledge of collocations: a meta-analysis. International Journal of Corpus Linguistics, 19(4). Abstract.  Full text.
Durrant P (2014). Discipline and Level Specificity in University Students' Written Vocabulary. Applied Linguistics, 3(35), 328-356. Abstract.  Full text.
Durrant P (2013). Formulaicity in an agglutinating language: the case of Turkish. Corpus linguistics and linguistic theory, 9(1), 1-38. Abstract.  Full text.
Durrant P, Mathews-Aydinli J (2011). A function-first approach to identifying formulaic language in academic writing. Journal of English for Specific Purposes, 30(1), 58-72. Abstract.  Full text.
Durrant P, Schmitt N (2010). Adult learners′ retention of collocations from exposure. Second Language Research, 26(2), 163-188. Abstract.
Durrant P (2010). Alison Wray, ″Formulaic language: Pushing the Boundaries“. Applied Linguistics, 31(1), 163-166.
Durrant P, Doherty A (2010). Are high-frequency collocations psychologically real? Investigating the thesis of collocational priming. Corpus Linguistics and Linguistic Theory, 6(2), 125-155. Abstract.  Full text.
Durrant P (2009). Investigating the viability of a collocation list for students of English for Academic Purposes. Journal of English for Specific Purposes, 28(3), 157-179. Abstract.  Full text.
Durrant P, Schmitt N (2009). To what extent do native and non-native writers make use of collocations?. International Review of Applied Linguistics, 47(2), 157-177. Abstract.
Durrant P (2007). Nadja Nesselhauf. Collocations in a learner corpus. Functions of Language, 14(2), 251-261.

Chapters

Gries ST, Durrant P (2019). Analyzing co-occurrence data. In Gries ST, Paquot M (Eds.) A practical handbook of corpus linguistics, New York: Springer. Abstract.  Full text.
Durrant P (2019). Formulaic language in English for Academic Purposes. In Siyanova-Chanturia A, Pellicer-Sanchez A (Eds.) Understanding Formulaic Language: a Second Language Acquisition Perspective, Abingdon: Routledge. Full text.
Ardavani S, Durrant P (2015). How have political and socio-economic issues impacted on the motivation of Iranian university students to learn English?. In  (Ed) English language teaching i the Islamic Republic of Iran: Innovations, trends and challenges, London: British Council, 35-45.  Abstract.
Durrant P, Siyanova-Chanturia A (2015). Learner Corpora and Psycholinguistic Research. In Granger S, Gilquin G, Meunier F (Eds.) The Cambridge Handbook of Learner Corpus Research, Cambridge: Cambridge University Press. Abstract.
Jones M, Durrant P (2010). What can a corpus tell us about vocabulary teaching materials?. In McCarthy M (Ed) The Routledge Handbook of Corpus Linguistics, London: Routledge, 387-400.

Reports

Durrant P, Walker C, Michel R (2015). Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme.  Abstract.  Full text.

Publications by year


In Press

Durrant P, Brenchley M (In Press). Development of vocabulary sophistication across genres in English children's writing. Reading and Writing

2019

Gries ST, Durrant P (2019). Analyzing co-occurrence data. In Gries ST, Paquot M (Eds.) A practical handbook of corpus linguistics, New York: Springer. Abstract.  Full text.
Durrant P (2019). Formulaic language in English for Academic Purposes. In Siyanova-Chanturia A, Pellicer-Sanchez A (Eds.) Understanding Formulaic Language: a Second Language Acquisition Perspective, Abingdon: Routledge. Full text.

2017

Lu C, Durrant P (2017). A corpus-based lexical analysis of Chinese medicine research articles. asian journal of applied linguistics, 4, 3-15. Full text.
Cangır H, Büyükkantarcıoğlu N, Durrant P (2017). Investigating Collocational Priming in Turkish. Journal of Language and Linguistic Studies, 13, 465-486. Full text.
Durrant P (2017). Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics, 38, 165-193. Abstract.  Full text.
McLaughlin J, Durrant P (2017). Student Learning Approaches in the UAE: the case for the achieving domain. Higher Education Research and Development Abstract.  Full text.

2016

Durrant P (2016). To what extent is the Academic Vocabulary List relevant to university student writing?. English for Specific Purposes, 43, 49-61. Abstract.  Full text.

2015

Ardavani S, Durrant P (2015). How have political and socio-economic issues impacted on the motivation of Iranian university students to learn English?. In  (Ed) English language teaching i the Islamic Republic of Iran: Innovations, trends and challenges, London: British Council, 35-45.  Abstract.
Durrant P, Siyanova-Chanturia A (2015). Learner Corpora and Psycholinguistic Research. In Granger S, Gilquin G, Meunier F (Eds.) The Cambridge Handbook of Learner Corpus Research, Cambridge: Cambridge University Press. Abstract.
Durrant P, Walker C, Michel R (2015). Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme.  Abstract.  Full text.

2014

Durrant P (2014). Corpus frequency and second language learners' knowledge of collocations: a meta-analysis. International Journal of Corpus Linguistics, 19(4). Abstract.  Full text.
Durrant P (2014). Discipline and Level Specificity in University Students' Written Vocabulary. Applied Linguistics, 3(35), 328-356. Abstract.  Full text.

2013

Durrant P (2013). Formulaicity in an agglutinating language: the case of Turkish. Corpus linguistics and linguistic theory, 9(1), 1-38. Abstract.  Full text.

2011

Durrant P, Mathews-Aydinli J (2011). A function-first approach to identifying formulaic language in academic writing. Journal of English for Specific Purposes, 30(1), 58-72. Abstract.  Full text.

2010

Durrant P, Schmitt N (2010). Adult learners′ retention of collocations from exposure. Second Language Research, 26(2), 163-188. Abstract.
Durrant P (2010). Alison Wray, ″Formulaic language: Pushing the Boundaries“. Applied Linguistics, 31(1), 163-166.
Durrant P, Doherty A (2010). Are high-frequency collocations psychologically real? Investigating the thesis of collocational priming. Corpus Linguistics and Linguistic Theory, 6(2), 125-155. Abstract.  Full text.
Jones M, Durrant P (2010). What can a corpus tell us about vocabulary teaching materials?. In McCarthy M (Ed) The Routledge Handbook of Corpus Linguistics, London: Routledge, 387-400.

2009

Durrant P (2009). Investigating the viability of a collocation list for students of English for Academic Purposes. Journal of English for Specific Purposes, 28(3), 157-179. Abstract.  Full text.
Durrant P, Schmitt N (2009). To what extent do native and non-native writers make use of collocations?. International Review of Applied Linguistics, 47(2), 157-177. Abstract.

2007

Durrant P (2007). Nadja Nesselhauf. Collocations in a learner corpus. Functions of Language, 14(2), 251-261.

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Teaching

MEd TESOL: Language Awareness; Teaching and Researching English for Academic Purposes

EdD TESOL: TESOL Classrooms and Pedagogy

Modules

2018/19

Information not currently available


Supervision / Group

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