Gavin BROOKS    Department   Kyoto University of Foreign Studies  Department of British and American Studies, Faculty of Foreign Studies    Position   Associate Professor
Date	2024/09/07
Presentation Theme	Using corpora to inform classroom practice: The relationship between proficiency and vocabulary usage in L2 spoken and written English
Conference	Research & Practice in Foreign Language Classrooms
Promoters	RPFLC24: From empirical research to foreign language classroom practice and vice versa
Conference Type	International
Presentation Type	Speech (General)
Contribution Type	Collaborative
Country	Switzerland
Venue	Haute Ecole pédagogique Fribourg
Holding period	2024/09/07～2024/09/07
Publisher and common publisher	Gavin Brooks,Jen Jordan,Jon Clenton
Details	This study constructed a large-scale longitudinal corpus of first-year Japanese university students learning English as a second language, analyzing lexical diversity and sophistication across three modes: discussions, presentations, and essays. Using established metrics to examine correlations between vocabulary use and learner proficiency and background, results showed that proficiency strongly influences lexical complexity, particularly in oral modes, and that proficient learners effectively utilize low-frequency words even in written production.